College and career readiness is the standard for those who receive a high school diploma regardless of the method through which the credential is obtained. Approximately 60% of college freshman require remediation in either mathematics, reading or English. Mathematics remediation is needed for two-thirds of this population. Learners who enter post-secondary education with a GED/TASC credential and require remediation have a 15% completion rate. This qualitative case study was conducted in Kanawha County, West Virginia and consisted of eight participants who had received a GED/TASC credential and then entered post-secondary education. Each participant was interviewed by the researcher about their mathematics experiences with emphasis on the mathematics instruction received in an Adult Education classroom to prepare for the GED/TASC as well as entry into post-secondary education. The mathematics education they received and their perceived preparedness for post-secondary education was the focus of the study. Banduras social learning theory provided the foundation for the development of the survey method and interview questions. The interviews were recorded and coded to determine if there were commonalities across participant responses. According to the findings, participants felt that the Adult Education classroom was the right environment to pursue their GED/TASC, select a career pathway and prepare for post-secondary education. Participants also indicated that math anxiety played a large part in their perceived inability to succeed in mathematics. Finally, participants felt 'teachers knew what works' and would guide them successfully through the process of mathematics preparedness. The intangible nature of the participants' responses is what social learning theory attempts to understand. Recommendations for future research include replication of the study to further understand adult education learners' perceptions and needs. This would assist in the expansion of curriculum to meet identified needs. Another area for future research would be the examination of partnerships with bridge programs. The findings support that adult education learners need more than skill acquisition to be successful in transitioning to post-secondary education. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]