When remedial/developmental programs at community colleges are examined on a national level, four areas of concern are apparent: (1) administrators frequently fail to provide the funding and personnel necessary to meet the needs of a diverse student population; (2) instructors are often intellectually and culturally unprepared to teach developmental students; (3) counselor involvement is often limited to placement activities; and (4) over 50% of developmental students drop out or fail before graduation, but are rarely asked why. Given the background, experience, and problems of developmental students, counselors can play an important role in their search for personal worth, confidence, and self-esteem. In addition to participation in placement, counselors should be involved in personal counseling, group activities and workshops, and in-service teacher training and consultation. However, if counseling services are to be increased in developmental studies programs, care must be taken to provide for a solid curriculum, adequate resources, thorough follow-up and evaluation procedures, and faculty and counselor training and commitment. As examples of two distinct approaches to counselor involvement in developmental education, this paper includes brief discussions of compensatory education in Virginia, where counselors are only minimally involved in promoting student adjustment and in teacher assistance, and in Texas, where counselor involvement in ongoing. (KL)