摘要：The number of students enrolling in colleges and universities requiring remedial programs is increasing. Developmental courses are used to increase student academic skills. Understanding how students perceive their placement and experience in developmental courses can provide valuable insight for high schools, community colleges, and universities on meeting the needs of this growing population. In this phenomenological study, the experiences of three community college students who participated in developmental courses on community college campuses in Texas were examined through use of an individual interview protocol. Five themes emerged from the data analyses: (a) affective perceptions, (b) academic perceptions, (c) behaviors, (d) resources, and (e) perceived benefits. Implications for high schools and developmental program coordinators are included. Keywords: college readiness, college preparedness, developmental education, mathematics, reading, science
