This investigation tried to determine if a statistically significant relationship exists between different sequences of enrollment in remedial mathematics and grades obtained in college algebra classes at Jacksonville State University. Groups consisting of five different enrollment sequences in mathematics were studied. The data collected supports the following conclusions: (1) Students passing remedial mathematics before attempting college algebra made significantly higher grades in college algebra than pupils failing remedial mathematics before attempting the course; and (2) Students passing remedial mathematics before attempting college algebra made significantly higher grades in algebra than pupils who enrolled in college algebra before taking remedial mathematics but who did not attempt algebra after completing the remedial course. The report suggests that students exhibiting mathematical deficiencies should be identified and required to take remedial mathematics before enrolling in college algebra in order to avoid a possible failure experience in the latter course. It is also suggested that two different types of remedial mathematics be offered; one for pupils with serious deficiencies and the other for students who only need to "brush-up" on rusty skills. (Author/MP)