Early alert systems are an intervention at community colleges that aim to identify and informally intervene with students who are struggling in their courses. This study examined the relationship between early alert systems and student success in developmental and gateway math courses. This study also examined if the impact of early alert referrals differed by class modality, as students in online classes were often unaware of resources available to them. Method: The sample was taken from one large primarily midwestern community college. Data was sourced from the institutional research department. Individual student transcript records were used, early alert referral information, as well as a variety of socioeconomic and academic information. Descriptive statistics were presented for the early alert referrals versus students who were not referred to early alert. Logistic regression was then utilized to examine the relationship between early alert referrals and the outcomes. Results: The study revealed that early alert referrals rarely occurred at the research site. Results of the logistic regression showed that students selected for the intervention are associated with a high likelihood of not passing their courses or withdrawing from their courses. Conclusion: Early alert referrals were underutilized and not being used towards the full potential of the program. The low number of referrals suggests that faculty need further education on the impact of early alerts and when to refer students. [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.]