The paper’s aim is to summarize what is currently known regarding Latino/a students who participate in developmental education at both two and four-year institutions. The authors begin by describing the characteristics of developmental education. Next, they provide a profile of characteristics and outcomes for Latino/a students who participate in remediation. A brief synthesis of the developmental education literature is given, providing emphasis to studies that have included or disaggregated findings for Latino/a students. They conclude with key recommendations for research, theory, and policy.