This thesis uses a qualitative action research design involving developmental mathematics students at a community college. The students are first generation, low income, and they are enrolled in developmental mathematics. The heart of this research is about helping students who are at risk for failure. The research questions focus on how developmental mathematics students construct a vision for their lives, and how that vision fits into community college, and how they experience current reality. The results of the study convey the vulnerabilities of the developmental learners. They experience feelings of being powerless, low self-image, multiple responsibilities, conflict and confusion. The results also highlight the strengths of developmental learners. They experience transformation of thought and desire for self-actualization.
