In light of the substantial commitment of resources to counseling and institutional support services, a study was undertaken to determine the extent to which these services are reaching their intended audience. The study drew from an in-class survey of 6,426 students at a large, urban community college district. Among other items, the students were asked to: (1) indicate their degree of confidence in their reading, writing, arithmetic, algebra, science, and study skills; (2) identify which, if any, of the college's support services they had used; and (3) state their reasons for not using these services. The survey revealed that of the students who did not feel confident in one or more skill areas, less than 30% took advantage of a remediating support program. Of those students lacking confidence in their skills and not using a support service, approximately 50% said they did not need the service and 35% stated that they lacked the time to use the service or that it was offered at an inconvenient time. In light of these findings, community colleges should consider whether they should take steps to insure that students with skill deficiencies receive the remediation they need; whether a demonstration of basic skills proficiency should be a requirement for graduation; and whether students who lack basic skills and the time to strengthen their skills should be permitted to enroll in courses. (JP)