This article, the second in a three-part series, outlines the qualitative research design and findings. The qualitative study was conducted three to five years after students completed their developmental mathematics course work at a large Midwest public university. The purpose was to collect students' points of view regarding what, if any, aspects of the developmental mathematics program contributed their success. Students do not read the literature that professional educators read and educators often do not check back with students after program completion to assess what parts of the educational experience have contributed the students' growth once they have completed their educational requirements. The first article in the series reviewed the literature for research highlighting the characteristics or successful developmental mathematics programs and students. This article summarizes the aspects of the developmental mathematics program that students attributed to their successful experiences in life as well as their subsequent successful educational experiences. The last article in this series will discuss further the research model used and identify specific implications--what do developmental educators need to consider as they evaluate the effectiveness of their developmental mathematics programs. [For Part III, see EJ859249.]