The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper examines student participation in one such program, Math Boot Camp at Cosumnes River College, to garner a better understanding of the relationship between student participation in a voluntary skills building remediation program and their performance in math courses. Utilizing matriculation data from a sample of 2,534 students, I employ a two-sample comparison of group means to identify factors that are predictive of student enrollment in Math Boot Camp. I also conduct a series of bivariate and multivariable linear regressions to determine the nature of the relationship between participation in Math Boot Camp and continued enrollment in developmental math sequences over a one-year and two-year period. I find that African American students, older students and students assessed at the lowest levels of developmental math were more likely to enroll in Math Boot Camp. I also find that Math Boot Camp participation was not significantly correlated with student enrollment and successful completion of a developmental math course within two academic semesters, but that participation was strongly correlated with sustained student persistence in their developmental math sequence within four academic semesters. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]