This qualitative case study conducted at a community college examined links between student learning and faculty instruction within developmental education. The analysis of interviews, observations, student inventories, and institutional data identified faculty perceptions and responses to the challenges associated with teaching academically and developmentally underprepared students. One key finding was the emergence of a student taxonomy based on a holistic view of students' learning characteristics rather than traditional demographic identifiers. Drawing from the research, this article advocates for a developmental education program structure that capitalizes on diverse learning styles and individual needs by encouraging active participation and effective instructional practices to maximize student learning outcomes. (Contains 2 tables and 1 figure.)