In order to improve student success within developmental programs, we conducted a study of 1st year students taking required, developmental mathematics courses at a large, urban public university. Findings suggest that merely the number of years of mathematics that students take in high school is not a precise indicator of student readiness and that passing courses in high school does not necessarily imply that students are prepared for the level of rigor expected in postsecondary institutions. Furthermore, results advocate for the re-evaluation of developmental mathematics courses to include student outcomes that focus on attitudes about mathematics in addition to content and skills.