For the past 10 years, government reports have documented an increase in college developmental reading courses. However, a community college in the southeastern United States has experienced a decline in enrollment and attendance in these courses since they began in 1999. The purpose of this study was to determine (a) the impact of taking a developmental reading course (DRC) at a community college and (b) whether certain students were more likely to take them than were others. DRCs have never fit under a particular model or learning theory; thus, the momentum for this project was to create a more flexible alternative to the disciplinary and vocational models of higher education. The research questions examined whether completing a DRC improved English GPA and overall GPA, as well as whether personal characteristics were related to participation. A quantitative research approach and causal-comparative design were used to analyze archival data from 300 students. Analysis of variance revealed that students who completed the DRC had a 46% higher overall GPA and a 24% higher English GPA than those registered in the class but did not complete it. Traditional students were found to participate in the DRC 42% longer than nontraditional students, and the youngest group, aged 17-23, was found to participate in the course 55% longer than students in the 24-30 age group. The findings support continuing DRCs; they also suggest that older and nontraditional students who are less likely to consider or complete the course need encouragement. Implications for social change include research-based data that stakeholders can use to make informed decisions about future curriculum choices. [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.]