The percentage of college students receiving unproductive grades in introductory mathematics courses is a concern for post-secondary institutions across the country. Many factors can be targeted as potential explanations for this lack of success, yet none of these issues are more noteworthy than the fact that many students enter college mathematics courses with significant gaps in their fundamental mathematical background. In this paper, the authors discuss a way to implement an online remedial program to help students overcome their deficiencies following a “just-in-time teaching” model. Relevant data are presented supporting a positive outcome.