Erin Severs believes that meeting the needs of underprepared students and supporting the faculty who do this work can only continue to be more central to the success of higher education in this country. With more and more students testing into developmental courses, and an unfortunately low completion rate for these students (25% complete a degree within eight years of starting college according to Michael Collins from Jobs For the Future), Severs can see nothing more vital than work which improves the practice of educators working with underrepresented student groups, with the ultimate goal of improving the success of all students. Severs maintains that professional development in general and the practicum project described in this article are powerful methods by which this goal can be accomplished. This paper was written as a summary of the full practicum report by Erin Severs and Alex Haines-Stephan (2012). With changes in best practices and changes in politics, the original goals that motivated this paper have shifted to some extent. At this point, Severs and Haines-Stephan along with numerous other colleges, are pushing toward placing more students in credit-bearing courses with better support. As this process moves forward, it becomes more important than ever to train faculty to assist a wide spectrum of students to be successful.