The California community colleges have been mandated to implement Assembly Bill 705 which requires students to complete English and math requirements within 1 year. This study examined math data for incoming students with disabilities from a community college in Southern California. Two statistical analyses were performed to examine math success in both remedial and college-level math from two career paths: Science, Technology, Engineering, and Mathematics (STEM) and Statistics for the Liberal Arts Mathematics (SLAM). Results from the chi-square analyses revealed significant relationships between (a) disability and corequisite for College Algebra and Single Variable Calculus; (b) ethnicity and Exploration in Quantitative Reasoning, Elementary Statistics, Intermediate Algebra, and College Algebra; (c) Board of Governors fee waiver eligibility and College Algebra and Elementary Statistics; (d) first year experience and Quantitative Literacy II; and (e) cohort term and Mathematical Analysis for Business-Finite, Elementary Statistics, College Algebra, and Single Variable Calculus II. Results from the backward logistic regression revealed cohort term, learning disability, mental health, other health conditions, and first year experience were predictors for STEM college-level math success. The Board of Governors fee waiver was a predictor for SLAM college-level math success. Gender, learning disability, and other health conditions were predictors for STEM remedial-level math success. Lastly, first year experience was a predictor for SLAM remedial-level math success. Recommendations for disability practitioners and future research are addressed. [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.]