The purpose of this causal-comparative study is to determine the academic outcomes of African American women who were enrolled in developmental mathematics courses, either face-to-face or online at an HBCU located in a mid-Atlantic state. Using the components of the Astin's Input-Environmental-Output (I-E-O) model as the framework, this study employed a quantitative causal-comparative study. The secondary data for the study were extracted from the databases of an HBCU that recorded information about students' demographics, enrollment status, and academic performance for the academic school year. Initially, the secondary data were requested from a community college located in a mid-Atlantic state, but the institution declined because it was unable to provide the data due to the various changes in the developmental mathematics courses and the teaching formats and the lack of consistency of the course offerings and, thus the data set was too unstable to support the study. The input for this study was one demographic of African American women HBCU students (i.e., age group). The environment (independent variable) was defined as a method of instruction (face-to-face and online developmental mathematics courses). The outputs (dependent variable) were the final grades earned in a developmental mathematics course. The linear-by-linear association and the models for determining academic outcomes determined that there was no significant relationship that existed between the age of students, method of instruction, and the final grade earned in a developmental mathematics course. This study recommended that colleges and universities create a Women in Mathematics Seminar class, community learning groups, and science, technology, engineering, and math (STEM) mentorships, so African American women students can discuss their mathematical journeys (i.e., student-teacher relationships, grades, self-confidence) with instructors and mentors to gain a better understanding about their endeavors in mathematics. These platforms would give higher education officials insight into how African American women students perceive mathematics and why a great majority is placed in developmental mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]