Decreasing the number of students placed in developmental mathematics and addressing barriers that hinder student success in such courses are concerns at both the state and national levels. The present study sought to capture 89 developmental mathematics faculty perceptions of factors that contribute to students' placement and hinder student success in developmental mathematics courses. The results suggest that one of the most common reasons faculty members believe students are placed in developmental mathematics courses, apart from their lack of basic skills, is a time lag between current and previous engagement with mathematics courses. The underlying 17 themes that hinder student success, identified from faculty perspectives, are both personal (e.g., students' individual situations and dispositions) and academic (e.g., their learning behaviors and work habits).