Developmental education is a pedagogical challenge, especially since students are grappling with academic material they have seen before (some recently). In this article, the author discusses developmental mathematics and describes the typical developmental mathematics sequence. She also proposes to build new pathways for developmental mathematics. She asserts that making the change from the current configuration of developmental mathematics to a landscape shaped by a number of well-marked pathways will not be particularly easy. She suggests to build new pathways with a central focus on students and conscientious attention to evidence of learning.