A study of developmental programs in two-year college occupational education in New York State was conducted: to determine the use of program success criteria other than enrollment numbers and access; to identify policies, plans, or strategies specifically addressing program quality and course effectiveness; to determine whether levels of student deficiency were addressed; and to assess the availability of data to evaluate program effectiveness. The study involved: on-site visitations, telephone consultations, and surveys to collect in-depth data about developmental/remedial programs at selected colleges; and a survey of all two-year colleges in the state offering occupational programs. A total of 48 colleges responded to the survey or participated as sites for the project. Study findings included the following: (1) remedial/developmental instruction was most commonly delivered through formal courses; (2) most colleges established entrance and exit criteria, with a majority using placement testing to determine deficiency levels; (3) tutoring, counseling, targeted advisement, learning centers, and designated transitional courses were the most common forms of instructional support; (4) faculty members were often based in academic departments, though some were specified for developmental programs; and (5) program costs were contingent upon rank of the instructors, scope of the program, resources available, and degree of student deficiencies. (LAL)