This article summarizes the creation and implementation of a concurrent support class for TRS 92--Intermediate Algebra, a developmental mathematics course at Fort Lewis College in Durango, Colorado. The concurrent course outlined in this article demonstrates a statistically significant increase in student success rates since its inception. Specifically, students successfully completing the concurrent support class have had a success rate of approximately 82%, while all other students have had an approximate 63% success rate. In Spring 2007, the support course was piloted in a randomized control, experimental design. As measured by Cohen's d, the pilot course resulted in overall effect size 0.43, a moderately strong effect size for behavioral data.