The purpose of this paper is to capture and analyze students' experiences learning within an Emporium Model (E-Model) of both learning support and introductory college-level mathematics courses. Participants (n =163) were asked their perceptions regarding the E-model approach. Contextual analysis was used to code participants' responses. Participant comments revealed overwhelming favorability of the E-Model while highlighting the ramifications of learning in a more self-directed learning environment. The paper concludes with applicable recommendations for enhanced sustainability of the E-Model design for course instruction.