This study compares the results of a developmental co-requisite program with those of a traditional pre-requisite program in an attempt to determine whether the two models provide equivalent levels of effectiveness and efficiency. The research focused on gateway course completion scores and final exam scores for undergraduate students enrolled in a college-level quantitative reasoning course at a public four-year university in the mid-west. The results of this study suggest student success may be improved through the implementation of co-requisite pathways. A learner-centered approach to teaching, one offering just-in-time support, is recommended in this study. The co-requisite model coupled with evidence-based instructional methods demonstrates a promising practice in developmental education worthy of further inquiry.