Critical race theory (CRT) continues to push a hot button within education. In higher education, these discussions often center 4-year colleges and universities, leaving community colleges out of the conversation. On top of that, developmental mathematics remains a racialized impediment for students from minoritized backgrounds. In this article, we offer up discussions regarding developmental mathematics and CRT. By highlighting Alex's (i.e., a pseudonym for a community college student) trajectory throughout the article and drawing from CRT's majoritarian narrative and counterstorytelling elements, we explore how racialized narratives influence developmental mathematics. In doing so, we extend the scholarly conversation regarding CRT's influence with respect to community colleges through the vehicle of mathematics.