This paper reviews and summarizes the literature on community college developmental mathematics programs in order to determine what the colleges are doing--in terms of placement, techniques, course content, and grading policies--to meet the needs of students lacking basic mathematical skills. Studies show that 10% to 50% of all community college students are mathematically underprepared, and that the majority of two-year colleges offer remedial math programs. Though most are taught using traditional lecture methods, alternative methods in use include programmed texts, tutoring, math labs, independent study, and mini courses. These programs generally provide an individual student-teacher relationship in self-paced mastery learning settings, resulting in a higher student self-image, and a loss of test fear through the technique of retesting. Although comparative studies generally show non-significant results for programs using alternative methods, benefits in student attitudes and in other factors must also be considered in evaluating the effectiveness of alternative programs. A 33-item bibliography is appended. (RT)