This study investigated the attitudes toward mathematics of developmental students in six community colleges from a large Midwestern state in the United States. The perception of the students regarding mathematically intensive careers was also analyzed. A Web-based survey was conducted during the winter and spring of 2009. Two colleges were selected to represent each of the locale characterizations--rural, suburban, and urban. Student attitudes toward mathematics were measured using seven of the nine domains of the Fennema-Sherman Mathematics Attitude Scales (FSMAS). Three additional questions were used to gauge perceptions of mathematically intensive careers. These three questions elicited perception in terms of importance, reward, and the intention of pursuing a mathematically intensive career. The study found that generally community college developmental mathematics students showed fairly positive attitudes toward mathematics. The domains in which they showed highly positive attitudes were "male domain" and "success"; and slightly positive attitudes in "teacher" and "usefulness". However, their attitudes were indifferent or mixed with regard to "confidence", "anxiety", and "motivation". There was no statistically significant difference in the attitudes of developmental mathematics students in community colleges across locale or by gender. A statistically significant association was found among locale, socioeconomic status (using household income as a proxy), and ethnicity. Attendance status was the only demographic variable that statistically predicted perception of mathematically intensive careers. Full-time students are about 2.5 times more likely than part-time students to have a high perception of mathematically intensive careers. Other supplementary results were obtained as follows: Overall attitude positively correlates significantly with the perception of mathematically intensive careers. For urban males only, age positively correlates with perception of mathematically intensive careers. There was no statistically significant difference in overall attitude for those enrolled in basic, pre-algebra, and intermediate developmental mathematics. There were statistically significant associations among the three items that gauged developmental students' perceptions of mathematically intensive careers. Developmental students who reported ever thinking of pursuing a mathematically intensive career had higher average attitudes (except on "male domain") than those who did not ever think of pursuing one. [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.]