A lack of college readiness can affect student success in the classroom and impact retention rates. It has been recommended that all students be placed in courses with college-level content but that added support be provided for students identified as underprepared. This study examines the impact of added instructional time and support embedded within a college-level chemistry course for students who tested below college level in math. The results indicate that weekly instructional sessions for students identified as academically underprepared can help them achieve course outcomes indistinguishable from those of their college-ready peers.