This paper investigates which students delay taking a required developmental mathematics course and the impact of delay on student performance in introductory microeconomics. Analysis of a sample of 1462 students at a large Midwestern university revealed that, although developmental-level mathematics students did not reach the same level of performance as nondevelopmental microeconomics students, students who did take developmental mathematics performed better than students who had not yet done so. We recommend that students needing mathematics remediation take the course in their first semester and that the importance of developmental courses to other disciplines be stressed.