Drawing from a review of the literature and direct experience, this paper discusses key issues in developmental mathematics placement. First, the controversial practice of mandatory placement is examined, citing research results that support the practice and those that do not. Next, the diversity of developmental math placement standards is considered, reporting on studies that describe various methodologies for setting cut scores. In considering the question of test format, the paper touches on the pros and cons of multiple-choice placement testing and notes developments in open-ended response formats. The issue of test administration is also addressed, with particular focus on speededness, computer-based testing, and calculator use. The final sections deal with the special needs of women and minorities related to placement testing and policies, and highlight cooperative efforts of high schools and colleges to encourage high school students to learn more precollege mathematics. Concluding comments identify other relevant issues that warrant further attention. A 44-item bibliography is included. (AC)