In 1990, a study was conducted to determine whether a relationship existed between the attitudes of directors and instructors regarding developmental education and students' ratings of their courses or instructors in remedial and developmental studies. Eleven of Tennessee's 12 community colleges participated in the project. Data were collected from 3,269 students by means of an in-class, instructor-administered survey instrument, and 230 responses (95%) were returned from the director and instructor survey. Major study findings included the following: (1) no overall relationship existed between the attitudes of directors and instructors and student ratings; (2) positive correlations were found between students' perceptions of instructor concern and instructors' classroom adaptations, and between students' academic socialization and the extent to which instructors/directors felt that remedial/developmental courses should be an integral part of the curriculum; (3) a significant difference existed between instructors and directors who held strong egalitarian beliefs and those who held weak beliefs for that factor; (4) a significant difference existed between the attitudes of young, traditional students and the attitudes of older, non-traditional students; and (5) the results indicated no significant difference existed between the attitudes of students toward faculty who taught only developmental courses and faculty who had split appointments. The findings of the study suggest that the attitudes of directors and instructors have some effect on student ratings, and that directors and instructors feel some responsibility for student success. Appendixes provide lists of the Tennessee community colleges and student and director/instructor factor labels, a statistical profile of the data, and the survey instruments. (JMC)