This dissertation research focuses on Open Educational Resources (OER) and OER-based courses as a solution to the rising cost of textbooks. This study focuses on the impact of OER-based courses on student success metrics and examines student and faculty attitudes towards OER-based courses. The study takes place at a medium-sized, rural community college in North Carolina and considers five online Early Childhood Education (EDU) courses that have undergone OER-based redesigns between 2019 and 2022. Three quantitative and two qualitative questions were developed. Quantitative data related to Pell-status of students, course grades, and successful completion rates was collected and analyzed using standard statistical techniques such as chi-square analysis, t-tests, and logistic regression. Qualitative data was gathered from a student focus group and faculty interviews and was evaluated with thematic analyses. Students performed at least as well in the redesigned OER-based courses as students in the pre-redesigned courses and in some cases performed better. Pell-eligible students improved by at least the same rate as non-Pell students and in one course the successful completion rate for Pell-eligible students improved more than for non-Pell students. The student focus group and faculty interviews revealed that both groups believe high textbook costs are a barrier to student success and that traditional textbooks are oftentimes poorly aligned to course learning objectives. Students appreciate the design and efficiency of OER-based courses with faculty-curated resources and feel more engaged with OER-based courses than with courses using traditional textbooks. Faculty believe the ability to customize OER-based courses and better align course materials with course learning objectives improves student success. According to faculty, OER-based course redesigns are laborious and time-consuming but are also a source of pride when students are more engaged. State and national networks of faculty and subject matter experts are helpful in identifying relevant, high-quality OER materials. Faculty agree that additional OER-based redesigns should be a priority for colleges and should be supported by stipends, course reductions, and course design retreats. [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.]