This study explored the affective needs of minority and economically disadvantaged college students enrolled in developmental education courses in various universities in Louisiana, Alabama, and Texas. Three hundred and fifty-seven responses were received from a survey questionnaire seeking information on why these students were entering postsecondary institutions, reasons for decrease in motivational level, and factors that would encourage remaining in school. Personal information was also solicited. Results indicated a need for college professors to develop improved levels of sensitivity toward students' emotional needs as well as academic needs. Suggestions are made on curriculum, and a "Helping Skills Inventory" for college professors is outlined. An item-by-item interpretation of responses to the questionnaire is presented. The survey questionnaire is appended. (JD)