This study focused on assessing the relationship of class scheduling with student outcomes in Intermediate Algebra, the prerequisite course for College Algebra. Numerous studies of information processing theory and the spacing effect on learning have been conducted; they have produced mixed findings. Relatively few studies have been conducted to specifically study the effect of class scheduling on student outcomes in mathematics courses. The research hypothesis for this study is that student outcomes are better in class sections that meet more frequently and with shorter duration. Regardless of analytical methods implemented in this study, none of the results support the assertion that student outcomes in Intermediate Algebra are better in classes that meet more frequently and with sessions of short duration. This study provides a reasonable basis for asserting that class schedule is not a predictor of student outcomes in developmental math. Furthermore, we find no evidence that providing a variety of class scheduling options will adversely impact student outcomes in Intermediate Algebra. Until more definitive research is conducted on the topic, providing a variety of class scheduling options may be the best approach to serving the needs of developmental mathematics students and their institutions.