This study investigated differences between students' multiplication fact automaticity scores and student competencies on five problems from Intermediate Algebra assessments with a sample of university students. The five types of problems were: (1) linear equations with fractions, (2) system of linear equations, (3) factor by grouping, (4) simplify a rational expression, and (5) simplify a radical expression. Results suggest that prerequisite requirements of multiplication-fact automaticity at or above 94% could increase developmental student success rates in Intermediate Algebra. The findings contribute to the literature on the influence that multiplication fact automaticity can have on student success in developmental mathematics. Educators might consider multiplication fact automaticity in placement, instructional, and curricular practices to better equip developmental mathematics students for success in Intermediate Algebra.