Higher education increasingly relies on remedial coursework to bridge knowledge gaps among incoming students (Chen, 2016). Students assessed as below college level enroll in remediation to review secondary concepts, especially in mathematics (Kane et al., 2020). However, pressures over funding, student persistence, and completion rates exacerbate an ongoing, inconclusive debate over the effectiveness of remedial math programs. Amidst this debate, deficit-based approaches remain a common denominator among ineffective programs (Celedón-Pattichis et al., 2018; Chen, 2016). This practice brief reconfigures remediation using an asset-based approach, offering practical and theoretical considerations to community college professionals. A developmental mathematics pathway values lived experience as a central element to learning, and it positions mathematics as a meaningful start to all academic journeys.