Although Language and Literacy research has become an impetus for change in the K-12 arena, Developmental and Adult Education practices have evolved little as a result of such inquiries. Driving instruction away from rote practice of discreet skills, educators have the opportunity to depart from deficit models of education and open up the classroom to the social, cultural, and political contexts in which students best develop their literacy skills. Such a move allows adult students to manipulate and author their experiences while continuing to shape and strengthen their identity, building confidence. As Developmental Education Programs continue to increase in size across the nation, it is time to pay attention to how we as educators can best accommodate students' needs.