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College developmental learners’ perceptions, knowledge, and experiences with aged persons were investigated. Thirty‐two students enrolled in a team‐taught combined reading and writing course participated in this descriptive study. Participants were given six research‐based questions in a booklet titled “My Perceptions about the Aged.” No time restraints were given. Students’ responses were then analyzed and placed into categories. The results indicated that 81% of the developmental students had positive views toward elderly'persons, with most negative replies (19%) being related to their driving habits. Further analysis revealed that 47% of the participants had general knowledge about the aging process, yet there were misconceptions regarding the biology of aging. Additional investigation of the data found that 78% of the students accepted getting old as part of the aging process, and 22% responded negatively. Thirty‐four percent had positive experiences with an elderly person, who was usually a grandmother, and 44% described their grandmothers as persons who affected their lives. Final analysis revealed that 72% drew positive drawings of a young person as the same gender as themselves, and 22% drew a young person as the opposite gender as themselves. Eighty‐three percent drew an aged person as their own gender, and 27% illustrated an aged person as the opposite gender as themselves. Curriculum recommendations are also suggested for developmental educators to use with their college developmental learners to help them become more aware and sensitive to the needs of elderly persons.
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