This report presents findings of exploratory research on success, retention, and persistence in math courses at Cuesta College. The following research questions were addressed: (1) How do success rates in Math 23 (elementary algebra) and Math 27 (intermediate algebra) compare with traditional and computer-assisted formats? (2) What are the profiles of successful and unsuccessful students in traditional and computer-assisted Math 23 and Math 27 courses? (3) How do matriculation and subsequent course success rates differ between students who complete traditional or computer-assisted Math 23 or Math 27 courses? (4) How do success and retention rates compare for Math 29 (trigonometry) students who first took Math 42 (precalculus algebra) and those who do not? and (5) How do success and retention rates in Math 65A (analytic geometry and calculus) compare between students who completed Math 29 & 42 or Math 29 & 63 (precalculus mathematics)? Cohorts of students were followed between spring 1996 and spring 1999. Students receiving passing grades or credit were defined as successful, and students who did not withdraw from the course were defined as retained. Results indicate few significant differences between traditional and computer-assisted course formats in terms of student outcomes. The two greatest predictors of success and retention were course load and prior grade point average. (Contains 68 tables.) (RDG)