The first part of this paper details a study that examined differences between students who received course-based and non-course-based writing remediation. A total of 260 students at Southwest Texas State University who had received one or more semesters of course-based writing remediation or one or more semesters of non-course-based writing remediation participated in the study. No significant differences were found between the two groups in their scores on development writing tests or their grades in required freshman English, history, and philosophy courses. However, significant differences were detected in the grade point averages (GPAs) of students who received course-based and non-course-based writing remediation, with the latter having significantly higher GPAs. The results suggest that comparing course-based and non-course-based remediation using the same tests and measurements may not be feasible. The second part of the paper outlines the data collection model for this study, and contains sample data collection forms. (MDM)