We used a matched samples design to compare outcomes of students enrolled in a traditional model of developmental mathematics education with a similar group of students coenrolled in developmental and college-level math courses. Drawn from students enrolled in a pilot program at nine community colleges in a Southeastern state, we compared 208 students in the coenrolled group with 208 exact matched students in the developmental math-only group. We found that students who are coenrolled in developmental and college-level math were three times as likely to pass the developmental education course as compared to similar students who took development math alone.