Most studies on remedial courses are based on their mandatory attendance. However, changes may have occurred in the attendance policy of developmental math courses since the state of Florida decided to overcome obligatory math remediation for unprepared students. Consequently, researchers have recently started focusing on voluntary math remedial courses. In general, literature that goes back to the 1980s suggests that developmental coursework should be mandatory for unprepared first-year students. Since most universities in the US have always followed these recommendations, hardly any empirical evidence exists for the participation of students in voluntary remediation. Conversely, the remedial education system in Europe and particularly Germany is primarily voluntary. Therefore, this study exploratively examines the participation of students in two optional developmental math courses: a so-called preparatory course and a so-called bridging course. The findings suggest that summer-school-like preparatory courses miss their target group of at-risk students, whereas semester-running bridging courses reach it.