The purpose of this study was to determine whether or not there were significant differences in the self-reported frequency of active and collaborative learning by racial/ethnic affiliation between students who have completed a developmental writing course and those that plan to take one. Drawing upon data from the Community College Survey of Student Engagement (CCSSE), this research examined a sub-sample of 34,148 community colleges students across 916 colleges. Data in this study were analyzed using two-way (2X7) factorial analysis of variance (Factorial ANOVA). Findings from this study indicated that students across all measured racial/ethnic affiliations had higher scores of self-reported frequency for active and collaborative learning after they took a developmental writing course. Also found was that Native Hawaiians had significantly higher mean scores than all other racial/ethnic groups. Implications for future research and practice are extended.