In order to provide students with a semi-independent study/learning environment, a Learning Materials Center (LMC) was developed at Cerritos College (California). Of the four courses in the LMC program, Math-30 (elementary algebra) was chosen for study because it provided opportunities for follow-up studies. The purpose of this study was to evaluate the effects of the LMC approach upon Math-30 students, and to compare results with analagous data from traditional lecture Math-30 courses, which were randomly selected. Final course grades, operationally defined as measures of achievement, and course retention rates were used as measures of course effectiveness. Conclusions reached were: (1) analysis of the SCAT-Q Placement Test scores revealed no significant difference in mathematical aptitude between LMC and traditional Math-30 students; there is probably no difference in retention rates between LMC and traditional Math-30; and (3) of students withdrawing, 42.3% of those in LMC re-enrolled in a Math-30 course, compared with 21.2% of the traditional students who re-enrolled. (RN)