While much discussion about student success as it relates to access, equity, and underpreparedness at the collegiate level is taking place nationally and statewide, a strong and specific concern prompted some of the faculty at Pasadena City College (PCC), a large urban community college located northeast of downtown Los Angeles, to address the issues head-on. Students in the summer bridge/first-year experience program were staying in school and their classes, but an unacceptably large number of them were failing their courses, particularly math. At PCC, the Teaching and Learning Center was created specifically to develop innovative programs to provide greater access to higher education for underprepared students. In this chapter, the authors describe their efforts, as codirectors of Pasadena City College's Teaching and Learning Center, to increase success rates in prealgebra and address issues of equity and access through a faculty inquiry-based process. (Contains 2 tables and 1 figure.)