The purpose of this phenomenological case study was to explore the perceived effectiveness of a restructured developmental education program at one campus of a large, multi-campus community college in North Texas. The restructuring process was guided by the mandates of Texas House Bill 2223 passed in 2017. One of the components of the bill allowed for individual campuses to restructure their developmental education programs to fit the needs of their campus and student populations. The study was framed within the educational equity theory to focus on the institutions efforts to provide educational support for underprepared students to bring them to college-level academics. The study also utilized student self-efficacy and student engagement theories to explore student roles in the perceived effectiveness of the program. The conceptual framework of best practices explains the rationale behind the restructuring process. Interviews with faculty and staff stakeholders who work directly with the restructured developmental education program were coded according to emerging themes. The study can be useful for other campuses in the district as well as other colleges and universities to evaluate the perceived effectiveness of their restructured programs. The study can be extended to include campus level data on retention and persistence to see if the perceptions match the data. The study can also be extended to include student perceptions of the restructured developmental education program. [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.]