As part of a study (Armstrong, Stahl, & Kantner, 2015a, 2015b, 2016) of curricular alignment between developmental reading (DR) and introductory-level general education (GE) at one community college, we asked faculty participants about the DR coursework at their own institution. Throughout data analysis, we became interested in how non-DR faculty understood reading at the college level, and especially what a major role lack of communication seemed to play in these understandings. We identified five major themes in the faculty responses: reading comprehension, vocabulary instruction, emphasis on writing, study skills instruction, and disciplinary literacy instruction. In this article, we detail each theme through exemplar responses coded in this category, a discussion, and recommendations for professionals within the DR (and surrounding) fields striving to build bridges to others on campus. Our intention is to initiate a conversation related to the issue of communication between DR and other higher education professionals, as we see value in DR faculty having this insight regarding how others on campus view their work.