A study was conducted at San Jose City College (SJCC) to determine whether method of instruction in Math 310 (Arithmetic) affected new college students' rates of success, first-semester competency, and persistence. The three instructional approaches used in Math 310 were a traditional three-unit classroom (CL); a structured math lab offering variable units at a fixed time with one full-time instructor (SL); and a multi-subject, learning center-based approach offering variable units by arrangement (LSC). Study participants included 163 new students starting at SJCC in fall 1990. Of these students, 78% were under 30 years of age; 39% were White, 33% Hispanic, 15% Black, and 9% Asian; and 55% were female. Study findings included the following: (1) 72 (44%) of the 163 students enrolled in Math 310 in fall 1990 achieved a level of competence their first semester that would allow them to progress to beginning algebra; (2) 72 (44%) of the Math 310 students persisted to the second semester; (3) CL students reached competency at a higher rate (64%) than SL students (46%) or LSC students (28%), though SL persisted at a higher rate (55%) than both LSC (38%) and CL students (31%); (4) 64% of the CL students were successful versus 92% of the SL students; and (5) 74% of the LSC students were successful, although only 10% were successful at the full three-unit credit level. Data tables, graphs, and recommendations are included. (JMC)