Over one-third of all college mathematics enrollments are in courses considered to be developmental. While such courses have been the subject of a large body of research, one question that seems not to have been studied empirically is the alignment of the content of developmental and college level mathematics courses. This paper gives the results of such a study, conducted at a medium sized public liberal arts university. While the content of the developmental mathematics courses was used subsequently in the Precalculus course, most of the content of the Intermediate Algebra course was not used in other college level mathematics courses. It is hoped that the results of this paper will serve as a catalyst for other institutions to examine carefully and define the mission of both their developmental and college level mathematics courses. (Contains 5 tables and 11 endnotes.)