The primary purpose of the study was to explore the potential impact of voluntary remediation on success in gateway credit courses (ENC1101 and MAT1033) and on minority and low-income students in Florida. Mean grades and proportions of successful students were compared based on remediation policies and students' voluntary completion of a developmental course before taking the credit course. The study compared grades and success of 19,347 students in three Florida colleges. Students were enrolled in the credit courses in 2014 and 2015 (voluntary remediation policy, N = 10,703), or in 2012 and 2013 (mandatory remediation policy, N = 8,644). Additionally, 285 students who voluntarily remediated were compared to 1,527 students who bypassed remediation; all 1,812 students had tested below the credit threshold on a voluntarily taken placement test. The study was framed by Astin and Astin's 1992 Input-Environment-Outcome Model and employed demographic and academic variables. Results suggest that the voluntary remediation policy in Florida that was intended to improve college completion rates in the state may bring the unintended, but not surprising, consequences of lower grades and proportions of successful students. Overall, statistically significant results (a = 0.05) showed fewer proportions of students earned a grade of C or higher in both courses once remediation became voluntary (12.8% decrease for English; 19.3% decrease in math). Results also showed a statistically significant relationship between remediation grades and success in the credit courses. Study effect sizes were small to moderate in these tests.