Objectives: This study examines the effectiveness of interventions in first-year math courses in higher education. Our goal is to investigate the efficacy of a supplemental support requirement on the passing rates of students in their first-year math courses. Method: We gathered and analyzed data on 3,249 students using descriptive statistics and predicative analytics. We used classification and regression tree algorithms to model the subgroup within our student population who met or exceeded the midterm supplemental support target. Results: Our investigation revealed that students who met or exceeded the midterm supplemental support target, earned a midterm course grade of at least D, and continued to receive supplemental support in the Mathematics Achievement Center had a 99% chance of passing their first-year math course. Students with midterm grades of F or I had a 67% chance of passing. Conclusions: Students' fulfillment of a supplemental support requirement is a key predictor of the passing rates of students in their first-year math courses. The findings emphasize the importance of strengthening students' affective characteristics. Implication for Theory and/or Practice: This work provides a roadmap for student interventions and increasing student success with first-year mathematics courses.