The growing national evidence on the number of students who enter community colleges with weak academic skills demonstrates the dramatic increase in the incidence of underprepared students matriculating into postsecondary education. But the same evidence demonstrates that what happens to these developmental students upon enrolling into institutions of higher education is perhaps even more alarming: Developmental education as it is now practiced is not very effective in overcoming academic weaknesses. Also a growing concern is that "college-ready" is no longer limited to the underprepared high school graduates; the scope of developmental education has grown. Not only does the educational system realize the need to do a better job of preparing high school students for college, but the nation's educational system is now faced with the need to find ways of preparing the thousands who are suddenly out of work. Indeed, the idea of developmental education reaches beyond remedial. Developmental students of all ages often lack direction and goals, motivation, self-confidence, and belief in their own self-efficacy. This scope must expand to include content-specific, college-level gateway courses that are not often thought of as developmental. Developmental education must also include support services for nonremedial learners who are encountering a particular subject matter for the first time as well as instruction and support for students who are underprepared in areas other than just basic academic skills. Critical thinking, study skills, time management, goal setting, and other self-regulation skills are equally important for success in college. These educational issues can be addressed through comprehensive developmental education programs. (Contains 1 figure.)