The purpose of this research was to study the management processes involved in the evolution of a selected community college developmental studies program. The particular program selected was characterized by many of the features identified by Roueche, Kirk, and Snow (Roueche and Kirk, 1973; Roueche and Snow, 1977) as important to program success. Features examined in this study were: high presidential priority of the program, staffing, organizational structure, credit for graduation based on developmental courses, non-punitive grading, transition from developmental to traditional college courses, integration of the counseling function with the developmental program, recruitment strategies for enrolling non-traditional students, and program evaluation. Specifically, this study sought to identify and explore those aspects of management which were instrumental in establishing the features. Such factors as leadership, work environment, organization, decision making, coordination, and innovation were considered in relationship to the establishment of the features. An exploratory case study was conducted at a Virginia community college which had implemented many of the features and which was generally recognized as having an outstanding developmental studies program. Data was obtained through personal interviews with faculty, staff, and key administrators as well as examination of institutional documents such as memorandums, Institutional SelfStudy, local research reports, and college bulletins. Additional data were also available through personal observations of the researcher. A major finding of this study was the way in which the President evidenced his high priority of the developmental program and the effect this priority tended to have in shaping the program. The active role of the President was repeatedly noted by administrators and faculty who perceived his continued support as crucial to program success. The general view of respondents was the presidential support, staffing specifically for developmental studies, and a separately organized division were of primary importance if other features were to develop. However, this study tends to support the conclusion that these latter features could be directly attributed to the priority placed by the President. The separately organized division and dedicated developmental staff were perceived as instrumental in the development and implementation of a number of features deemed essential to the program. These included: development of a comprehensive recruitment process for developmental faculty, program evaluation, and counselor integration into the program. Another significant finding of this study was that major decisions regarding the developmental program relied heavily on input and evaluation from faculty. / Ed. D.