There exists much debate in the area of hybrid and online developmental mathematics. Researchers believe that the best method of delivery of developmental mathematics is the traditional, instructor-based classroom setting. This study examined the success of developmental mathematics students in traditional, hybrid, and online classroom environments. A quantitative research design was used to explore the success rates of students enrolled in three different delivery formats. A convenience sample was selected from a small, rural, Texas community college. The sample consisted of students who completed a traditional, hybrid, or online intermediate algebra course. The researcher selected 177 students. These students had the same professor for each course. Information gathered from archival data that were available from the institution. Demographic data and final course grades were also collected. Minitab 16.2.3 was used to perform a test of two binomial proportions for each comparison to determine whether a difference exists between the three delivery formats. The use of the two proportions command computed a confidence interval and performed a hypothesis test to determine whether differences exist. The normal approximation test was used for the samples (Minitab 16.2.3, 2010). The results were presented via descriptive statistics using charts, graphs, and hypotheses tests of proportions for differences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]