Developmental education and equity work, both of which are foundational to the work of basic writing, are under attack. In this article, we present a critical discourse analysis of paradigmatic texts representing the unique perspectives of four organizations that have sought to articulate a relationship between developmental education, equity, and their organizational values. By explicating these organizations' conceptualizations of equity and uncovering their particular rhetorical approaches for explicating the connection between developmental education and equity, we invite developmental educators, including basic writing professionals, to consider our own equity language, our assumptions about the work we do, and our preparation for engaging others who do not share our perspectives about the relationship between developmental education and equity in order to advance our shared commitment to student success.