The current study was designed to investigate the student level economic, social, and academic consequences of remedial courses in one private university during the Fall 2006 through Fall 2016 academic semesters. The researcher specifically considering the potential effects of required remedial coursework on first year college students from the perspectives of first year college students enrolled or previously enrolled and college remedial educators at one university. To that end, this exploratory sequential mixed methods design compared different perspectives drawn from qualitative and quantitative data to develop an understanding for the best use of remedial classes and more so, investigate the effects for first year college students being required to enroll in remedial courses. Additionally, the researcher utilized a two-phase data collection process from multiple data sources to investigate the academic, social, and economic effects for students who were required to take remedial courses in college. Once collected, the researcher evaluated the data by examining student participant characteristic variables (gender, ethnicity, number of remedial courses required, and graduation rate) as predictors. Further the researcher evaluated the perspectives of developmental educators and students to determine the structure and support of the remedial coursework and how it influenced student attrition. Results of the quantitative analyses were consistent with prior research. Qualitative results revealed first year college students required to take remedial courses experienced concerns about the economic constraints and personal disappointment. Academically, it was determined the remedial/developmental courses had a positive impact for students to pursue regular credit earning courses and served to support academic requirements. Students indicated they felt supported by the institution and were provided opportunities to be successful. Finally, students reported the additional financial constraints of being required to take remedial/developmental courses were significant due to the additional tuition requirement for classes that do not count toward graduation. [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.]