Developmental courses in community colleges often leave students unprepared, demeaned, and uninspired. These gatekeeper courses need reform, especially in terms of curriculum and instruction. One framework -- Dr. Gholdy Muhammed's Historically Responsive Literacy (HRL) -- could be useful for developmental courses and students. HRL is a teaching and learning framework that focuses on identity, skills, intellect, and criticality, all of which are lacking in developmental education and are necessary for students to succeed in college-level courses. Muhammed discussed HRL in the K-12 context, but I argue that HRL can and should be used in college, specifically in developmental courses wherein students are forming their academic identity yet engage in limited critical thinking and metacognitive practice. This essay will explain HRL and its use in a community college developmental writing class. We can improve these important courses and students' experiences in them by using the HRL framework to reform curriculum and teaching practices.