Research has shown that community college students who enroll in a remedial math, reading, or writing course have lower success rates than students who start college-ready. Using quantitative data, this study investigates developmental course-taking patterns and related student outcomes, and using qualitative data, examines related policies and practices among California’s community colleges. The authors describe the characteristics and course-taking patterns of developmental education students as well as current issues within developmental education. Additionally, the authors identify the different approaches to the practice of developmental education and the need for innovation and effective practices to move students through remedial coursework quickly and successfully.