An experiment was conducted to determine if a mathematics laboratory would reduce the withdraw/failure (W/F) rate in freshman mathematics courses. Fifty-six students in two course sections of analytic geometry were designated as comparative experimental groups T-1 and T-2, with 29 subjects in T-1 receiving only tutoring, and 27 in T-2 receiving tutoring and a lab materials program, each in place of one regular lecture weekly. These two groups were further divided into subgroups of five for tutoring, with T-1 students working only with the textbook and chalkboard and T-2 students using programmed texts, filmstrips, tapes, handouts, and transparencies. Tutoring was done by 12 mathematics-teacher education majors who had completed at least 18 semester hours of mathematics instruction. In addition, a control group of 95 students attended the usual three hours per week lecture course. Both experimental and control groups were given the same type of examinations, although scoring was done by different section instructors. Chi-square tests showed a significant difference at the .01 level between the control and experimental groups, demonstrating that a mathematics laboratory can reduce the F/W rate in college freshman mathematics courses. (RT)