Student questionnaires were administered at Tidewater Community College, Virginia, to examine the following areas of interest: factors related to student transportation and their impact on class scheduling, student evaluations of counseling centers and faculty assistance during the class registration process, the students' personal work schedules, whether students were able to register for all desired courses, the number of credit hours lost due to scheduling difficulties, the types of courses students found difficult to enroll in, and the consequences to the student of class scheduling difficulties. The 1980 survey sent to 1,692 randomly selected students (11 percent of the total enrollment) was completed by 1,049 students. Major findings were as follows: although most students were willing to compromise their personal/work schedules in order to take as many courses as possible, they expressed a desire to make only one trip per day to school. In particular females and black students were severely restricted by transportation problems. Only one-half of the respondents used the counseling centers, and most students wanted faculty members to be more involved in the registration process. One-fourth of all respondents were unable to register for all desired classes, and approximately 450 full-time-equivalent students were lost due to scheduling difficulties. English and mathematics courses were the most difficult courses for students to schedule. The two most serious results of lost credit hours to students were the delay of graduation plans (for returning curricular students) and the forced rearrangement of work/personal schedules. A sample questionnaire is appended. (SW)