The focus of this paper is to present non-traditional or alternate instructional methods in remedial mathematics education at the community college level. However, these methods will apply to credit math courses as well as courses from other disciplines. With the large number of students needing remediation and the United States traditionally scoring low on international tests, educators at the community college level face the challenge of rethinking the curriculum and methods of instruction. Many students entering the community college are at a lower level academically because of lack of motivation, self-esteem, and maturity. The paper argues that community college instructors can make some differences in the classroom by altering their teaching methods to accommodate different learning styles. It introduces Ice Breakers as an essential instructional technique in the classroom because they create a relaxed atmosphere and diminish the feeling of inherent isolation in commuting students. This is a useful exercise because students find other students with similar interests, and it is also very revealing because often what is voiced in the remedial class is the fear of mathematics and the fear of failing. The article describes cooperative learning and gives an example of a totally cooperative classroom. The paper also discusses small versus large class learning styles and instructional methods, and the role of technology, computers, and the Internet. (VWC)