Criticisms have been raised about large scale community college involvement in developmental education. A number of these criticisms seem valid, while others clearly are not. Some of the most commonly voiced concerns include the following: (1) "The community college is the wrong place to provide developmental education"; (2) "Developmental education costs too much"; (3) "Developmental education should be the responsibility of a separate instructional division, not the responsibility of instructors in the collegiate curricula"; (4) "Community college faculty members do not know how to teach literacy"; (5) "There is insufficient articulation between community colleges and secondary schools"; and (6) "Placement and diagnostic tests are not valid." Close examination of these criticisms reveals a lack of understanding of the nature and goals of developmental programs. Remediation is not only the most practical response to declines in student literacy, but it is also at the very heart of an open-door college. Steps to be taken to maximize assistance to students and maintain the integrity of the institution include implementing developmental education throughout the curriculum; mandating counseling, tutoring, and other support services; integrating tutorial and learning laboratory activities with classroom instruction; requiring reading and writing assignments; and using entry and exit examinations. (EJV)