Many institutions of higher learning are now placing students with academic readiness needs directly into credit-bearing courses and providing them with additional support through corequisite courses or labs. What does the existing research say about the effectiveness of such an approach? This poster will examine some relevant articles and describe one institution’s development of a corequisite course for introductory statistics. The creators developed materials for three major components of the course: study skills, mathematics, and statistics. This study will examine some initial data from the first year of the corequisite course, feedback gathered from students, changes made in the second semester of the course, and recommendations for the future.