Throughout the 21st century, the discipline of developmental education has come under fire for low success rates and has created a great deal of controversy. This has especially been the case for developmental math. Over the years, there have been many initiatives to improve student success and completion in developmental math. Some have succeeded while some have failed. Over the past decade, many colleges have achieved success with alternative math pathways for non-STEM (Science, Technology, Engineering, and Mathematics) students. Such pathways still ensure that students are prepared for their math classes; however, they also shorten the math pathways for students while providing them with varying options. Nonetheless, over the last few years, various organizations and state legislators have advocated for the removal of stand-alone developmental education and to allow students to place directly into a college-level class while concurrently receiving help for remedial topics. These kinds of sweeping changes could severely impact community college students and higher education overall. Consequently, advocates of these changes must address key questions that focus on serving moderately to severely underprepared students, possible financial aid concerns, equity issues, and protecting the integrity of mathematics standards.