In 2017, the Department of Biology at Virginia Wesleyan University modified its two-course introductory sequence in response to high DFW rates (>50% scoring a D, F, or withdrawing) in the first semester. The revised curriculum created a new third course and moved content that many students struggled with from the first semester to the third semester (fall of year two). The new curriculum sequenced and scaffolded learning so that students faced more difficult material after a year of adjustment to the expectations of college-level biology courses. DFW rates in the revised first course showed a significant decrease from 51.2% to 30.4% during the four years post-implementation, with similar DFW rates in other courses pre- vs. post-revision. DFW rates in the new third course were still high (41.9%), but students seemed somewhat better prepared for the material in their second year. Pell status and Race/Ethnicity significantly impacted the DFW percentage, but nearly all groups showed a proportional improvement post-change. DFW rates did not vary significantly based on gender assigned at birth or first generation status. Fall to spring retention rates did not differ pre- vs. post-revision, suggesting other factors may be more important. Scores on the Major Field Assessment Test (MFAT) did not differ significantly between students that took the original two-course introductory sequence, the new three-course sequence, and those that transferred in. These results suggest that targeted interventions aimed at bottleneck courses can improve student course success without negatively affecting long-term learning outcomes. Departments should scaffold program content in a logical approach that supports the transition of students from high school to more challenging, college level expectations.