This paper presents a qualitative study that used classroom observations, faculty interviews, and student interviews to investigate the meaning and importance of seven non-cognitive variables to a cohort of developmental writing students at an urban community college. The variables studied included finances, study management, college surroundings, views of self, views of education, motivation, and interpersonal relationships. Findings indicted that participants who discussed having or being a role model described self-directed and self-motivated approaches to education, while participants who lacked these relationships described an external locus of control and issues with learned helplessness. These results indicate that the experience of having a role model or the desire to serve as a role model to others may provide greater security and increased self-concept for developmental students, encouraging the type of self-direction and motivation that facilitates educational success. Specific suggestions for future programs including counseling, mentoring, and pedagogical approaches and recommendations for future research are offered.