This paper seeks to better understand how community colleges in Florida planned to implement a new sweeping state policy pertaining to developmental education. Via a cluster analysis, we identify three distinct patterns in the ways in which the colleges responded to the policy: reformers, responders, and resisters. Further, we find that these patterns are related to the extent to which individual colleges had previously enacted campus-based developmental education reform measures, the magnitude of students previously enrolled in developmental education, and the colleges' perceptions of the effectiveness of the policy.