Recent research on entering college student assessment instruments and placement practices has been critical. Critics suggest that commonly used assessment instruments are inaccurate, misused, and lack predictive validity. This article describes valid criticisms and appropriate uses of assessment instruments. It also lists challenges and provides recommendations to improve several common inadequacies in college assessment and placement processes. Finally, we discuss the role of assessment and placement as it is impacted by efforts to eliminate or redesign developmental education. [This article was originally published in Volume 37, Issue 3 (2014).]