This phenomenological study explored both the students' lived experiences of placement processes at an urban community college and their consciousness of those experiences. By applying phenomenological methodology within an engaged inquiry framework, this study integrates multiple perspectives into a narrative thread to make sense of students' experiences with placement and the prospect of remediation. Further, this study sought to understand not only how that prospect is socially constructed but how it affects the students' integration into higher education. By applying socio-cultural theories of ability and ability development as a lens, the study focused on the relationships among the students' understanding of remedial structures, of their own academic ability, and of their sense of belonging in higher education. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]