In this article, we employ a cultural historical theoretical framework to extend understandings of how widespread 2-year college placement policies concerning English remediation potentially locate and retain U.S.-educated Latino adolescents at the margins of higher education through well-intentioned yet deficit-driven postsecondary cultural practices. We conclude with a research agenda for examining established institutional practices and alternatives in regard to 2-year college support for nontraditional students' access to and success in the opportunity structures of higher education. (Contains 2 notes.)