The purpose of this study was to examine sequence completion rates and grade point average (GPA) of co-requisite developmental mathematics and non-co-requisite developmental mathematics courses GPA of the students enrolled in co-requisite developmental mathematics courses compared to students enrolled in non-co-requisite developmental mathematics courses. To test the specific hypotheses, the researcher employed a non-experimental, quantitative design and thereby utilizing chi-square test of independence. The findings for the first hypothesis showed varied sequence completion percentages, where 33.8% of students enrolled in non-co-requisite program completed their courses and 66.2% of students enrolled in co-requisite program completing their courses. A simple linear regression was used to compare the GPA of students upon sequence completion of the non-co-requisite courses and co-requisite courses. The course type did not explain a significant amount of variance in sequence completion GPA, which upheld the hypothesis. The hypothesis stated that no significant difference between non-co-requisite developmental mathematics sequence completion GPA compared to co-requisite developmental mathematics sequence completion GPA. [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.]