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Comprehensive programs to enable students to acquire skills necessary for college work are discussed. It is suggested that developmental courses be supplements to regular academic courses. In starting a new developmental program, three factors are important: commitment of the school's faculty'and administration to the program's success, adequate financial support, and a full-time director. Admission issues concern placement criteria, as well as whether devalopmental programs should be voluntary or mandatory. Classes are usually taught in a traditional classroom or a laboratory setting. In either case, class size needs to be low (i.e., 15 students). The bottom line in evaluating a developmental wogram is whether it enables underprepared students to acquire skills necessary to complete college. The areas in which remediation generally is provided include reading, writing, mathematics, and study skills. Personnel involved in developmental programs include the faculty, counselors, and tutors. Students who tend to need these programs include: foreign students, including refugees who have to overcome language and cultural barriers; athletes who have been given scholarships but who have academic deficiencies; minority students from disadvantaged backgrounds; and handicapped students who did not have access to adequate preparation. (SW