This study explored the mathematical learning experiences of adult students enrolled in a community college developmental mathematics course during the Fall 2023 semester. The study's main objective was to identify the types of experiences that help adult students learn foundational mathematics. Another goal of the study was to provide empirical data to help design programs and strategies to assist students in being successful throughout their mathematical learning journey. This was an interpretive qualitative study that utilized responsive interviewing and artifact collection. Five participants were obtained through a pre-survey sent to 746 students enrolled in the lowest level course at a community college, Arithmetic/Pre-Algebra. This pre-survey collected general demographic and student information. The pre-survey also asked participants to rank their mathematics self-efficacy, growth mindset, and perceived care in the mathematics classroom. Finally, students took part -- at varying levels of participation -- in two interviews, artifact collection, and a post-survey. Through my analysis of the interview transcripts and shared artifacts, eight themes emerged. Five of the eight themes involve student perceptions and relate to 1) mathematics self-efficacy, growth mindset, and care diminish after elementary school; 2) low readiness for college-level mathematics; 3) the teaching environment and didactics implemented; 4) perceptions of the learning characteristics needed for success; 5) the absence of student barriers. The final three themes relate to the power of interactions, specifically, the power as it relates to 6) words, 7) actions, and 8) expectations. The study's findings provide implications for my teachings, my mathematics department, community colleges at large, and the field of mathematics education. [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/en-US/products/dissertations/individuals.shtml.]