The purpose of this single instrumental case was to understand how community college students in rural Tennessee perceive the impacts of mandatory remediation with regard to finances, time, and effectiveness. The theory that was used to guide this study was Malcom Knowles’ adult learning theory. This case study was conducted with qualitative measures by utilizing a survey, journaling, and interviews with a sample of students from a community college in rural Tennessee who were assigned to remedial placement in the areas of math, reading, and/or writing. This method of data collection provided students with the opportunity to share their individual perspectives, thoughts, and experiences in a setting that is safe and supportive as their participation remained confidential. Data obtained from the participants was transcribed and reviewed by each participant to ensure that their responses were interpreted correctly to avoid any biases. Responses obtained from the survey were also used to guide questions during the interview process and encouraged unscripted questions to further the dialogue and gain a deeper understanding of the participants' perspectives.