Based on an extensive literature search, this paper reviews recent research and theoretical studies and discusses their applicability to Lansing Community College's (LCC's) Mathematics Laboratory. After noting the steps taken in data collection, part I describes LCC and its Math Lab, which offers developmental courses in a self-paced, mastery learning environment. Lab operations, staffing, student performance, and recent improvements are discussed. Part II summarizes a study of group processes as applied to the Math Lab's weekly lectures. Part III reviews the literature on developmental mathematics and mastery learning, covering topics such as program objectives and coordination, cultural bias, pass rates, subsequent course performance, achievement and sex, attrition, curricular structures, modular/varible credit programs, class size, counseling, instructional methods, personalized system of instruction, remediation control, final exams, unit testing, mastery levels, self-pacing, cognitive style, math anxiety, and differentiated staffing. Part IV deals with math competency and admissions testing, focusing on existing and proposed competency requirements, admission and placement testing, orientation, and advising. Part V briefly considers computerized testing and mastery learning. Throughout the paper, recommendations are made for Math Lab improvements. The group processes study report and an annotated bibliography are appended. (AYC)