A study of 159 students assigned to remedial algebra courses was initiated at Queensborough Community College to determine levels of improvement in algebraic skills and the effects of regular, programmed, and modular teaching methods. All students studied the same material with the following differences: (1) regular instruction used no programmed or modular techniques; (2) programmed sections used pre-testing to decide individual areas for study; and (3) module students were placed in one of four instructional levels according to pre-test scores, and completed from one to four modules. The Cooperative Math Test: Algebra 1, was used for placement/pre-test, and as a post-test after final class examinations. Mean scores of all sections increased from pre- to post-test; all increases were statistically significant. Analysis of covariance showed no statistical difference among means of the three instructional groups. However, modular and programmed methods required less student time for completion, although only in modular sections could students actually complete the course in three, six, or nine weeks. Sampling was dependent on teacher cooperation. Future research relating to all remedial sections is recommended. Mathematics requirements by curriculum are appended. (RT)