Pass rates in community college entry-level math courses are a national crisis. The current study adapted a utility-value intervention from Hulleman and Harackiewicz (2009) to facilitate student success in community college math. In a double-blind experimental study (n = 180), we found a significant effect of the intervention on student pass rates. Further analysis revealed the intervention primarily improved men's passing rates by 13% (d = 0.54) but did not affect women's (d = -0.15). The current study demonstrates that the utility-value intervention can boost community college math outcomes. Intervention fidelity, practice, theory, and study limitations are discussed.