The purpose of this study was to examine factors that affect student success in college algebra; specifically, the number of times a student takes developmental math, the time lapse between when a student completes developmental math before taking college algebra, and the format in which a student completes developmental math and college algebra. Chi-square tests were used to examine the relationship between college algebra grades and number of times students took developmental math before passing the course, time lapse between when a student completed developmental math and college algebra, developmental math delivery modality, and college level math delivery modality. The results of the study indicated that there was substantial difference in the percentage of students who made a grade of A+ to B- and students who made a grade of D+ to F in college algebra, whether the student took developmental math zero times, once, twice, or three or more times. Students who took college algebra within one year of completing developmental math were more likely to obtain a grade of A+ to B- than a grade of D+ to F in college algebra. For students who took developmental math online, there was substantial difference in the percentage of students who made a grade of A+ to A- and students who made a grade of D+ to F in college algebra. There was also a substantial difference between the percentage of students who made a grade of A+ to A- and students who made a grade of D+ to F whether they took college algebra online, face-to-face, or in a hybrid/blended format. Due to the limited research in the area of college algebra success for developmental math students, this study helps to understand factors that affect this area, and also provides a basis for future research.