This paper presents a pilot study aiming to evaluate the effects of a non-cognitive assessment instrument which was developed and tailored for a community college in the New York City area. The instrument was pilot tested on a group of developmental students and asked a series of questions to determine the campus support services that might best address their non-cognitive needs. The students were then provided with personalized reports recommending specific resources available at this college based on their individual responses. The study used follow-up surveys and end of semester pass and retention rates to determine the extent to which students attended the services, were satisfied with campus resources, and benefitted from the assessment instrument. Findings indicated that students had a wide range of non-cognitive needs, required frequent reminders about available resources, and needed ongoing assistance from financial aid counselors, academic advisors, disability specialists, and tutors. These results indicate that developmental students could benefit from institution-designed non-cognitive assessments, but that colleges need to use these instruments to provide information to faculty and staff about student needs, guide students to specific resources, closely track student attendance in support services, and follow-up with students regularly to track their progress.