In recent years, community colleges have increasingly taken on the task of providing remedial education to its students. For policymakers and educators, understanding why remediation is on the increase is a frustrating problem made so by the complexity of the causes behind it. Are students graduating from high school less prepared or are academic expectations getting higher and fewer students meeting them? The research literature suggests that it is a combination of factors that contribute to students being placed in remedial instruction: socioeconomic status, English language proficiency, and high school preparation. Many of these same factors are related to student retention and persistence. From the community college perspective, understanding all the causes behind the remediation trend may seem bewildering. The citations in this annotated bibliography, however, should bring some clarity to this growing problem. Many of the articles and reports listed in this article focus on identifying specific aspects behind remediation as well as some proposed solutions. Specifically, the material addresses what subject areas require the most remedial instruction, the student factors that lead to placement in remedial courses, and the instructional and curricular changes needed to accommodate this special population of students. For the community college policymaker or educator interested in this issue, the articles discussed in this article are an ideal starting point for further personalized research.