Twenty-eight percent of entering freshmen at college and universities during fall 2000 were enrolled in one or more remedial reading, writing, or mathematics courses (NCES, 2004, p 1). Public two-year colleges enrolled a greater percentage of freshmen in remedial courses than four-year institutions (42% vs. 20%, respectively). Offering remedial courses through advanced distance education technology is on the rise in higher education institutions. Thirteen percent of all institutions surveyed offered remedial courses through distanced education in the fall of 2000 compared to three percent in 1995; furthermore, public two-year colleges were more likely than other types of institutions to offer remedial courses through distance education due to the higher number of students requiring remediation enrolled in community colleges. Two primary research questions were addressed in this study. First, are students who complete remedial classes offered via distance education successful in subsequent college coursework? Second, how do students who completed distance education, remedial classes perform in subsequent college level classes when compared to students who completed traditional, face-to-face remedial classes? Delivery method (traditional, online, or hybrid) of remedial classes does not seem to impact student performance in remedial classes or in subsequent college level classes. Gender, student type, grade in remedial class, and subject of the remedial class has more impact on student success.