Every year, millions of new college students come academically underprepared. They lack the necessary skills to perform at the college level. Postsecondary institutions address this problem with extensive remedial programs (Chen, 2016). One of these remedial programs is reading. In several postsecondary institutions, students are required to pass a remedial reading course in order to take some credit bearing courses. Victoria Rey teaches a remedial reading course. In the beginning of the term, some students show a negative attitude toward attending this course for different reasons. These include the belief that the result of the reading placement test is inaccurate, feeling of being stigmatized for having to attend a remedial course (Rey & Karstadt, 2006), and the frustration for not getting college credits and paying tuition for attending this course (Bettinger & Long, 2007 & Bailey, Jeong, & Cho, 2010). In spite of these situations, students have to take and pass this remedial course. In this article Rey describes how students recognize their strengths and needs relating to reading by applying different reading skills in various activities such as sharing news articles; writing journal reports on an informational text that is related to any college course that they take during the term, an inspirational story, and a novel or a short story; and working cooperatively with others in forming arguments. These activities also enable them to think critically and to use appropriate strategies to better understand what they read.