The purpose of this quantitative ex post facto research study is to determine if there is a difference in students' pre-calculus knowledge and mathematical skills achievement based on pre-calculus instructional conditions and gender at a community college in the Mid-Atlantic region of the United States. Three research questions were used to examine the following: (a) the main effect of instructional conditions on pre-calculus student achievement measured by final examination scores, the main effect of student gender on pre-calculus student achievement, and (c) the interaction between instructional conditions and gender upon pre-calculus achievement as theoretically based on Knowledge Space Theory. A two-way factorial ANOVA was performed to analyze data associated with a sample of 238 pre-calculus students. The archival data consisted of student gender and final examination scores. The results of two-way factorial ANOVA showed no statistically significant difference in pre-calculus achievement between instructional conditions groups, F (1, 234)=0.097, p=0.815, and "partial [eta-squared]"=0.000; no statistically significant pre-calculus achievement between female and male students, F (1, 234)=0.055, p=0.756, and "partial [eta-squared]"=0.000; no statistically significant interaction between instructional conditions and student gender upon pre-calculus achievement, F (1, 234)=0.109, p=0.741, and "partial [eta-squared]"=0.000. There is absolutely no interaction effect between student gender and instructional conditions operationally defined as ALEKS/not ALEKS. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]