Under a hybrid emporium instructional model, students primarily learn content and skills at their own pace through a computer-based platform; during class time, faculty serve more as tutors facilitating individual learning rather than as traditional lecturers. This study evaluates the adoption of this technology-centered instructional model in developmental math courses at public two- and four-year colleges in Tennessee. Using nine years of student enrollment and transcript data (2006-07 to 2015-16) provided by the Tennessee Board of Regents, this paper examines the effects of technology-centered instruction in developmental math courses on students' course pass rates, persistence rates, and completion rates, compared to students' outcomes in traditional lecture-based developmental math courses. While much of the prior research on the effects of technology-centered instruction has applied to students from a wide range of academic backgrounds, the primary objective of this paper is to discern whether technology-centered instruction is helpful (or harmful) for students who are academically underprepared for college. Using a difference-in-differences analytic model to exploit variations in institutions' timelines in adopting the hybrid emporium model, I find that, for community college students, being assigned to a technology-centered developmental math course led to lower pass rates in their first college-level math course, fewer cumulative credits earned over time, and a lower likelihood of earning an associate degree within six years, as compared to students assigned to traditional developmental math courses. At four-year colleges, the adoption of this new instructional model resulted in a higher percentage of students passing their developmental math courses and thus spending fewer terms in developmental math. However, the pass rates of these students in their first college-level math courses were lower than those of students who were assigned to traditional developmental math courses. The magnitude of the effects varied by gender, age, and ACT math score.