The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were related to developmental mathematics course-taking, but curriculum was not related to the subsequent mathematics course-taking of students who began college with developmental mathematics. The results have important implications for educational researchers and policymakers at the college and high school levels.