Low levels of student success in introductory college math courses are rampant. There are several reasons for low pass rates in these courses, with the most serious issue being lack of concept mastery. To aid students in concept mastery, adaptive learning systems were created. These systems adapt instruction for each student and create an individualized learning path, opening new content areas only after the student masters the current content area. However, research on adaptive learning systems is very limited, as these systems are somewhat new, and the research is lacking especially in mathematics courses where the systems are needed most. The purpose of this study was to examine students' self-reported satisfaction about the use of the adaptive learning system. Additionally, final grades of students who used the system were compared to the final grades of students who did not use the system. The results revealed that student satisfaction with mathematics in general did not affect their perceptions about the adaptive learning system and its benefits to their learning. However, overall student satisfaction with the system was low and they did not consider the system beneficial. Nonetheless, students who used the system had higher final grades than students who did not use the system. Therefore, it would benefit students to improve the system based on their suggestions and continue its use in introductory math courses. [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.]