Remedial mathematics has taken several forms over the years--across the nation, within departments, and among mathematics instructors. There is a growing debate over the effectiveness of remedial courses in relationship to eventual student matriculation, which increases institution funding. The use of technology, real-life problems and projects, self-paced study, as well as early diagnoses are critical issues facing those involved in remediation at the community college. This paper focuses on technology, success rates of remediated students, and how to better prepare students for college-level mathematics courses. One key part of the effectiveness of technology in the classroom is student-teacher interaction. This human interaction must continue as the main form of formal instruction with technology acting as a conduit for this to take place efficiently. This report addresses the issue of finding better ways to get students coming out of developmental courses better prepared for college-level work. It states that the focus on rote memorization of formulas, algorithms, and rules is a hindrance to students at the developmental level as they impede progress towards higher-order thinking required in most college-level courses. The paper concludes with the statement that proper placement of students through the ministering of placement tests into appropriate courses, be they developmental or otherwise, is essential to student success. (VWC)