Workforce development education programs in community colleges impact the economy of a region, surpassing other public or private educational institutions (Bradley, 2013; Drury, 2003). Workforce development education programs provide short-term programs with the aim of training individuals in specific skills, promoting individuals' upward mobility, meeting employment needs of business and industry, and stimulating regional economies (Gibbs, 2006; Williamson, 2016; Zeuli et al., 2004). The purpose of this quantitative study was to use the correlational research method to collect information from rural community colleges in North Carolina to identify challenges to successful course development as a result of geographical, societal, or economic factors (Heinrich et al., 2013). The North Carolina Community College System (NCCCS) includes 58 campuses across the state and serves three geographic regions with various social infrastructures and industry influences (Jacobson, 2010). The theoretical framework consisted of human capital theory, economic aspects, social aspects, and environmental influences (Bae & Patterson, 2014; Cooper & Davis, 2017). Questionnaires were used to collect information from program development staff to determine any correlations between barriers or best practices. This study showed statewide social and economic factors affected key challenges to course development in rural colleges. Implications of this study include identifying challenges to successful program development, identifying best practices in overcoming challenges, and determining if a developmental framework can work across geographical and economic barriers. [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.]