Developmental mathematics is one of the most serious barriers to educational and economic achievement. Over 60 percent of all students entering community colleges in the United States are required to complete remedial/developmental courses as a first step towards earning associate's or bachelor's degrees. Then, to earn a degree, certificate, or license, students usually must complete at least one college-level math course. A staggering 70 percent of these students never complete the required mathematics courses, blocking their way to higher education credentials and with them, a wide array of technical and related careers. It was this reality that prompted the Carnegie Foundation for the Advancement of Teaching to develop a program of work that, after only a year in community-college classrooms, has tripled the success rate for developmental-mathematics students in half the time. The focus of this article is on how the Carnegie Foundation worked to resolve this issue. Over the course of the next three years, Carnegie staff members hope to quadruple the number of participating campuses and increase the number of faculty and students in the pathways by a factor of ten.