The needs of students who enter college underprepared transcend academic preparation. These students require an array of student services that will support them in their quest to achieve the academic and personal skills necessary for college-level coursework and academic success. The model the author proposes in this article is not unique, but it is comprehensive and cognizant of the holistic purpose of developmental education. It also is an ideal model. Budget limitations, personnel restraints, and implementation difficulties may make parts of this model out of reach for many Virginia Community College System (VCCS) colleges. However, in an ideal world, this is the model the author would employ. In an imperfect world, pieces of the model may be used to improve student services for underprepared students. The author also considers statistical reports on underprepared students, the history of developmental education, the characteristics of underprepared students, and the reasons it is imperative that teachers provide these students with a college-level education.