The effects of mastery learning strategies, interactive video mathematics (IVM), individualized instruction (IND), and the lecture method on mathematics achievement of community college students was studied. Interactions among instructional methods, gender, and age were examined; and the grade success rate was determined for each instructional method. The IND and IVM methods were characterized by mastery learning principles. Pretest and posttest components determined the mathematics achievement of college freshmen. Of 377 students enrolled in basic skills mathematics courses at an urban multicampus two-year community college for whom pretest results were available, complete data were obtained for 137 adults aged over 22 years and 82 traditional students aged 17 to 22 years. The efficacy of the methods was compared, and a final grade success rate was determined for each group using chi-square for testing significant differences. IVM and IND methods had a positive educational influence on students' achievement on mathematics basic skills posttest scores, but, because many of these students did not complete the course in 10 weeks, grade success rate was significantly lower for these methods than for the lecture method. No significant difference was found for gender on the main effects, but a significant difference for simple effects shows that males favor the IVM method. Those over 22 years old had higher achievement than did those in the traditional college age group. Six tables present study data. (SLD)