One prohibitory component to graduation rates in college is the lack of student success in college algebra. The current national passing rate of college students enrolled in college algebra is approximately 40 percent. Lack of success in college algebra creating higher enrollments in remediation courses for students has also been linked to dropping out of college. The authors explored these concerns by implementing an instructional plan of action aimed at redesigning the teaching and learning of college algebra in a two-year college mathematics program focused on the use of technology to determine the impact of course redesign on student performance and attitudes in college algebra as a key concern in the retention of students in college. The purpose of the study was to explore the effectiveness of redesigning the teaching and learning of college algebra in the two-year college environment. The results of this study suggest that replacing traditional lecture-based approaches to teaching college algebra with technology-based approaches to teaching college algebra will also replace the existing role of college algebra as a "required course dreaded or feared by many students" with an improved role of college algebra as a real-world, problem-solving, technology-driven, student-centered relevant course to appropriately fill the need for highly prepared STEM graduates in 21st-century workforce environments and to promote the retention of students as successful college graduates fulfilling many roles as active educated 21st-century citizens. (Contains 3 tables.)