This study focused on adults who were previously remedial students while enrolled in a higher education institution. The goal was to understand the perceptions, thoughts, feelings, and beliefs of adults who were previously in remedial higher education courses. Students who have been deemed as not college-ready fell into a few categories such low socioeconomic status, black and Hispanic, and first-generation college students. Data collection tools that were used are demographic questionnaires, in-depth interviews, and a focus group session with participants. The interviews were analyzed using Creswell's Qualitative Case Study Data Analysis and themes were constructed based on responses from the participants' interviews. The significant themes that emerged from this study were placement exam results, support in remedial courses, and matriculation. Research on remediation does not demonstrate that remedial courses are a help or hinderance for students trying to obtain their undergraduate degrees. Data collected from this study identified that being successful in a remedial course did not necessarily dictate their success later. Recommendations for future research are presented in this study to begin a dialogue amongst the stakeholders in higher education. Statistical results from various research studies regarding remedial and non-remedial students demonstrated students had similar success in their pursuit to obtain an undergraduate degree. Stakeholders in the higher education community may benefit from the results of this study. This research study's results revealed a growing trend of college freshman who were required to enroll in remedial courses. [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.]