This paper chronicles the process undertaken by one community college to analyze its Developmental Studies Program. A participant/observer faculty member involved in the college's assessment activities contemplated the institution's complex past, the challenging present, and the unfolding future. An interesting account explicating committee discussions that involved effective developmental education design and delivery, including the work of Boylan (2000), McCabe (2003), and Roueche and Roueche (1999), shows the scholarly frameworks used to influence decision-making. Increased rapport among committee participants as well as an extended-hour pilot program can be noted as two important results of this internal review and organizational change effort.