This report summarizes key findings and recommendations from a Community College Research Center (CCRC) study designed to help community colleges develop strategies for improving the rate at which academically underprepared students take and pass initial college-level (or "gatekeeper") courses in math and English. CCRC conducted the study at the request of the Virginia Community College System (VCCS) to inform the system's strategic objective of improving retention and academic success for their students, particularly the large number of students who arrive unprepared for college-level work. The study examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass math and English gatekeeper courses. A detailed report on the study (Roksa, Jenkins, Jaggars, Zeidenberg, & Cho, 2009) is available on the CCRC website. Although the study was based on an analysis of students in Virginia's community colleges, the patterns of and reasons for student success in gatekeeper courses may well be common to many community colleges. Moreover, the analyses CCRC conducted as part of the study might serve as useful models for other colleges and state systems interested in analyzing patterns of progression and success. This paper is intended to stimulate discussion and inquiry among community college educators seeking to improve degree completion rates for the many students who come to them poorly prepared to succeed in college-level work. (Contains 10 figures.)