With the high number of students entering higher education who need developmental math coursework, it is imperative that institutions evaluate their developmental math programs. This study explored the instructor dispositional traits and pedagogy that students found aided or would have aided in their success in these courses. A sample of students enrolled in a developmental math course during the summer 2018 and fall 2018 semesters was used at Cincinnati State Technical and Community College. The respondents participated in an anonymous survey which preceded two focus groups. Research results identified the top dispositional traits and instructional practices that students find essential. [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.]