A high incidence of college students required to complete non-credit remedial courses and the associated cost burden for students, colleges and states has been of great public concern. Connecticut legislators have intervened to revamp college remediation by passing the bill, Public Act 12-40 (PA 12-40) which impacts institutions in the Connecticut State Colleges and Universities (CSCU) system. The cornerstones of the reform promotes a.) increased access to credit-bearing classes and decreased time that students send in remedial courses; b.) changes in course placement procedures; c.) limits on the amount of time spent in remedial college courses through a three-level tiered system for developmental education. The beliefs, experiences and needs of community college professors are the foci of this qualitative case study to understand from their perspectives, the influences of the college remediation reform on their roles, practice, and on student outcomes. [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.]