The Rapid Review program at the University of Southern Indiana (USI) was designed to decrease the number of semesters under-prepared students spend completing the developmental mathematics sequence without sacrificing their ability to be successful in subsequent math courses. A quasi-experimental design was used to compare first-time, full-time students enrolling in developmental mathematics courses between fall 2004 and fall 2008. The control groups took Algebra Review or Intermediate Algebra as placed, and the experimental group participated in the Rapid Review program prior to enrolling in a mathematics course. Performance of the control and experimental groups in subsequent mathematics courses was compared, as was the performance of these cohorts with similar cohorts from prior years. Data from this study indicate that through the implementation of this relatively inexpensive program a certain cohort of students can be successful by substituting an intensive three-week review for a semester-long course. (Contains 3 tables.)