Many two-year colleges throughout the nation are intentionally redesigning developmental education programming and practices directed at improving student preparedness and success. Theoretical works from Bloom and Knowles have established that the affective domain is significant to learner preparedness and eventual success, specifically for adult learners. The purpose of the research was to determine if affective factors present in a developmental education course aligned with factors present in affective assessments. 48 instruments deemed suitable for developmental education served as the research population pool. Three instruments selected from that pool served as the sample set to conduct the exploration of alignment between these instruments and an intervention. Through a qualitative methodology involving an exploratory case study design significant findings in the research were: (a) the College Success and Study Skills (CSSS) course did address specific affective factors. Further, there was an intra-course alignment, and an alignment between the affective factors present in the course and benchmark affective factors grounded by Knowles' Six Principles of Adult Learning; (b) a sample set of affective-based instruments were identified; and, (c) the affective factors present in the course aligned with the MSLQ, LASSI, and ENGAGE™ affective-based instruments. The results of the case study are generalizable to the College Success and Study Skills course and the affective based instruments that emerged from the study. In terms of limitations in the study's design, the study did not make causal claims of the effectiveness of the CSSS course in enhancing preparedness or student success. A conclusion drawn from the research is the subject institution in the case study may better address student underpreparedness as a phenomena among students given a proposed set of more definitive affective factors. Additionally, the study's results may benefit placement decisions and instructional intervention options due to the alignment that has been established between the course, affective assessments, and the identified benchmark affective factors. A recommendation in the study is that the subject institution may utilize any of the identified affective-based instruments as an effort to more holistically examine student preparedness and college readiness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]