Following national trends in both mathematics placement and developmental mathematics coursework progression, this study investigates alternative placement options that remove a developmental mathematics barrier for as many students as possible by providing alternative placement pathways. By allowing students to be placed directly into the subsequent required mathematics course based on their major and chosen course of study, the intended outcomes were to attain similar pass rates in students' first mathematics class as the one they would have been enrolled in, while simultaneously promoting equivalent pass rates in the up-placed class and decreasing the length of time before students enrolled in their first gateway mathematics course. Results show that success of students in up-placed and subsequent courses varied based on the content and context of the up-placed course and ultimate degree requirement of students. As with remediation itself, it should come as no surprise that a one-size-fits-all approach to alternative pathways through university-level mathematics requirements does not exist.