The study's main objective was to provide a detailed description of math Assessment and Placement (A&P) policies in the Los Angeles Community College District (LACCD). The study was focused on math because a larger proportion of students place into remedial math than remedial reading or English (Bailey, Jeong, & Cho, 2010; Parsad, Lewis, & Greene, 2003). The following questions guided this study: (1) What does an actual set of A&P policies for developmental math look like?; (2) What implications do A&P policies have on student testing, as well as placement and enrollment in and progress though a developmental math sequence?; (3) What strategies and methods do faculty and administrators use to determine A&P policies for developmental math at their colleges?; and (4) What conditions facilitate or constrain colleges from improving A&P policies for developmental math? First, the authors provide a review of the literature on A&P for developmental education, particularly in community colleges. Second, they provide the context of the study by describing the governance structure and state policies that regulate A&P and the LACCD. Third, they outline the study's data and methods. Fourth, they present the study's findings. Finally, conclusions are presented as well as a discussion of the implications recent California legislation has on improving A&P policies.