The number of students needing remediation upon enrollment in post-secondary institutions has risen steadily in recent years. Concurrently, state legislatures and governing boards are putting pressure on higher education institutions to lower budgets. Under these conditions, developmental education programs are often primary budget-tightening targets. In response to this scrutiny, administrators and faculty members at Middle Tennessee State University created a structure that included special sections of two general education mathematics courses. This new design resulted in cost savings for the university and cost and time savings for students. The redesigned curriculum at MTSU has strong implications for post-secondary institutions that find it necessary to reduce expenditures while continuing to serve students who are lacking skills that would prepare them for success in entry-level mathematics courses.