The purpose of this qualitative study was to explore aspects of the Even Start Family Literacy program and college experiences that are helpful or detrimental to the process of transition from Even Start to college as perceived by students who have successfully made that transition. The study focused on the role of developmental education in the transition process. Thirteen participants who had completed at least one semester of college-level courses after transitioning from Even Start Family Literacy programs were identified. Ten of them consented to participate in the study. One of the aims of this study was to produce information-rich data that provide a deeper understanding of the transition experiences of family literacy participants with high school diplomas or GEDs. Data were collected using observations, interviews and document review. The researcher gained insights into the Even Start concept and procedures through site observations. An interview process which included personal interviews with participants, family literacy personnel and college personnel followed the observations. After completing interviews, the researcher conducted a review of college records, as well as a review of Even Start program documents for each participant. The transition from a family literacy program to college is told in the participants' own words. They shared their parental concerns for their children who had to be cared for while they themselves transitioned into college. They also shared their anxieties during the process. They credited the Even Start Family Literacy programs which they attended with much of their successful transition into college. Other services which they deemed important were college advisors, study groups, and tutoring services. Results of the study substantiated the idea that developmental courses are an asset to students whose assessment scores indicate a need for them. The data collected in this study were the individualized perspectives of 10 participants geographically located in adjoining states in the south central United States. Sample size and geographic restrictions limit the ability of the findings to be generalized. [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.]