Failures of developmental mathematics education are no secret. As a response to improve the success of students enrolled in these courses, different redesign efforts have been implemented across the country. This study reports on one redesign effort that began in Fall 2012. The new design consisted of mastery learning in computer-based developmental mathematics classrooms. Data from the design were gathered and statistically analyzed with regard to completion rates, length of completion time in the program, success in college-level mathematics courses upon program completion, and contributing factors to students' success in the program. Findings indicate that this type of redesign may not lead to dramatic results in student success and outcomes of these courses. Further research is needed to continue to find ways to better serve this population of students.