Seeking to evaluate the effectiveness of the Preparatory Division, which offers remedial courses at the University of Louisville, this study focused on the academic outcomes of remedial instruction in mathematics and on participating students' subsequent ability to undertake and succeed in college-level mathematics courses. The study included 810 students enrolled in one of two remedial courses during the Fall of 1985 and the performance of this population through the end of Fall 1986. The findings indicated that: students most deficient in mathematics skills were least likely to complete their remedial mathematics curriculum; students in the more advanced of the two remedial courses had an attrition rate approaching the overall University population's attrition rate; by Fall 1986 nearly 20 percent of the original pool had gone on to successfully complete the first college-level mathematics course. In addition, females were more likely to take remedial mathematics than males but were also more likely to perform satisfactorily and to persist. An appendix examines the projected impact of a general education requirement in mathematics. (JB)