Guttman Community College (GCC), a newly-established, urban community college, part of the City University of New York (CUNY), enrolls a largely traditional student body which is also predominantly minority. Students enter the college with an average high-school grade-point average of 75% (C average), and are required to enroll in three first-year courses in the first semester: City Seminar, Statistics, and Ethnographies of Work. As is the case with most community colleges, a large number of entering freshmen at CUNY are in need of "remediation" as documented by the Office of Institutional Research (2015). At the outset, however, GCC faculty, staff, and administration committed to creating a model for developmental education that embedded the needed skill development into college-level courses. GCC accomplishes remediation through an approach in which additional contact hours are built into first-year courses to help students work on reading, writing, and quantitative skills. This allows developmental students to complete their first year with the same credits earned as other students. This paper describes the remediation approach implemented at GCC since the college's conceptualization (in 2008) and implementation (2012) and shares key data for three cohorts of students--those who entered in 2012, 2013, and 2014--and attained proficiency while earning college credits to advance to their major courses.