This project integrates cooperative learning strategy in teaching developmental mathematics courses. This study uses a quasi-experimental non-equivalent control design comparing student's outcomes with and without implementing cooperative learning in these courses. The results of the data analysis shows that there is an increase in student's critical thinking ability, retention rate and the percentage of students obtaining A's and C's. This project is supported by Elizabeth City State University Minority Science and Engineering Improvement Program (Award Number: P120A110105).