This paper presents a qualitative study that used student interviews to investigate the influence of non-cognitive barriers on developmental student success in a corequisite first-year composition course that was offered on line following the onset of the COVID-19 pandemic. Students answered open-ended questions about their previous educational experiences, their experience in the course, and any variables that they believed had hindered or facilitated their ability to pass the class. Findings indicated that a wide range of nonacademic variables had complicated the educational success of this cohort of students. However, participants most commonly described the on line course modality as hindering personal connections with their instructors, which created a sense of interpersonal distance that prevented academic engagement. These results indicate that colleges must consider a wide range of potential complicating variables when offering on line course options to students with developmental needs. Specific suggestions include proactive advising strategies to screen, monitor, and support remote students, pedagogical approaches that promote interpersonal connection, and increased research in effective online course models for developmental students.