A national conversation exists among higher education policymakers and institutions about students being underprepared for college. Some students are placed in developmental education courses, but are not successfully matriculating to college-level courses. Although developmental education courses are designed to promote academic success, they often serve as a barrier to student success (Bonham & Boylan, 2012). Placement in these courses can cause students to delay their graduation. This delay may be the result of students having to reduce their course load, take a sequence of developmental education courses, or repeat a course due to failure or withdrawal. This qualitative case study examines student outcomes of Intermediate English at a Mississippi Community College utilizing a variety of descriptive statistics and student interviews. I examined student's academic progress, completion rates, and other metrics for a cohort of Intermediate English students that were enrolled in 2012 and 2013. The subjects of this study are college students ages 18 years of age or older enrolled at the University of Mississippi who completed Intermediate English at a Mississippi Community College in 2012 and 2013. The participants of this study were tracked based on their matriculation in the writing courses and other academic courses taken at a Mississippi Community College for their associate's degree then to the University of Mississippi for their bachelor's degree. Interview participants in this study were recruited via email. [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.]