Since 1970, the developmental mathematics program at the Metropolitan Campus of Cuyahoga Community College (Ohio) has consisted of three courses of individualized instruction. A pretest is given to determine proper course placement and all modular units are accompanied by regular lectures. This practicum was designed to determine the attitudes, perceived needs, and recommendations of the students enrolled in the program, and to ascertain the degree to which they utilized the supplementary services (peer tutoring, audio-slide presentations, and computer tutorial service). A stratified sample of 91 students (6.4 percent of the total developmental math enrollment) was selected. The attitudes of day and night students are compared, as are those of students enrolled in each of the three program courses. Results indicate a general satisfaction with the program; however, many students did not use the supplementary services and many had never heard of them. The author recommends that (1) each student be given a tour and an explanation of the facilities and services; (2) all students be required to take the placement test; (3) sample unit tests be available for student review; (4) tutors become familiar with texts used in class; and (5) a coordinator work to inform the night faculty of the intentions of the program. The questionnaire, with tabulated responses, is appended. (DC)