Developmental mathematics is a problem for many college students due to high failure rate. The purpose of the study was to evaluate the effectiveness of the redesigned course, Math 24. The evaluation examined success, retention, and persistence outcomes of the redesigned course compared to the previous developmental math course. The course's academic and environmental strengths and weaknesses were assessed from the students' and instructors' perspectives. The study utilized the theoretical and conceptual frameworks of Tinto's retention model, Astin's I-E-O model, and Wlodkowski's culturally responsive teaching. A mixed methods program evaluation was employed for the case study using an ex post facto analysis of quantitative data from the college's student database and interviews from 16 students, 4 faculty members, and 1 program director administrator. Quantitative data on persistence, retention and student success rates were analyzed using descriptive statistics to evaluate the outcomes of the redesigned course. Qualitative data from student focus groups and faculty interviews were analyzed using constant comparison analysis to evaluate redesign effect on students. The findings suggested that the redesigned math course's curriculum, resources, assignments, assessments, and the physical classroom setting had many advantages, and assignments and assessments posed major challenges. Online resources, peer collaboration, indirect instruction were strengths; word problems, and the final exam posed the biggest challenges for most students. Retention, persistence and success rates fluctuated over the years and the expected outcomes were not achieved. The social change implication of the redesigned developmental math project study is that faculty should seek students' feedback to help faculty with effective decision making.