The role that high schools play in the preparation of college students has long been under debate. There are differing perspectives presented by those who make up the secondary and post-secondary systems. However, the most critical voice in this debate continues to be the voice of the student. This study will provide a comprehensive review of previous studies as well as bring forward the perspectives of current students and their lived experience with math learning and their transition from a high school setting to a seat in a college math classroom. The findings suggest that more must be done to ensure that the math learning experience is coordinated and planned by teachers, advisors and the administrators that make up high schools and colleges. The study concludes with a list of recommendations that address the shared responsibility held by secondary and post-secondary stakeholders. [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.]