The purpose of this study was to explore developmental reading students' abilities and attitudes in reading, as well as the role literacy played in their lives. As higher education is funded based on student performance, it is in all college stakeholders' interest to help all students, including developmental learners, succeed. Learning from developmental reading students has been proven to be advantageous in understanding their experiences and assisting with their academic success. Using a descriptive multiple case-study design, data were collected from 16 developmental reading students through two questionnaires, two reading assessments, literacy tracking, and two semi-structured interviews. Five participants' data were further explored through a case and cross-case analysis. The study found developmental reading students were open to improving their reading abilities and viewed the developmental course as a medium through which to do this. They also appreciated and valued reading, though not always in ways academia would require. Finally, developmental readers were not always able to accurately identify their reading needs and did not view literacy as a social or cultural experience. The results of this study have important curricular implications for developmental students, educators, and their institutions. Instructors should provide meaningful opportunities for reflection on reading abilities and attitudes. Additionally, institutions should incorporate placement measures which place "and" diagnose specific literacy needs. Finally, classroom experiences need to incorporate and expand on the different types of literacy students are using outside of the classroom as well as support literacy use with others. [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.]