"Remedial Trap." "Bridge to Nowhere." "Completion Divide." Such language used to describe the field of Developmental Education (DE), especially by those outside the field, is undeniably deficit oriented. In this manuscript, we initiate a dialog that critiques such portrayals of DE, particularly those that appear in key documents that have had great influence on policy and legislation impacting DE. The manuscript is written symposium style, beginning with a coauthored reflection on the current terminology used to shape the narrative of a field, followed by responses by three professionals within the field. Respondents: Darolyn A. Flaggs, Assistant Professor of Education, Kennesaw State University; Michelle A. Francis, Reading Instructor, West Valley College; and Concetta A. Williams, Director of Composition, Chicago State University.