Examines five perceived inhibitors of successful performance in an intermediate algebra course: (1) non-native English speaking faculty; (2) teaching assistants versus adjunct faculty; (3) student performance in mathematics versus other courses; (4) relationship of student performance to performance in subsequent mathematics courses; and (5) student attendance. Reports that the first two factors have no negative impact on student performance but that the other three might. (Contains 21 references.) (NB)