This article examines transdisciplinarity in developmental education and Basic Writing in the context of externally-driven developmental education reforms. We report on a pilot study survey of 143 developmental educators regarding their professional identity, engagement, and resilience. Respondents identified professional roles and interactions with colleagues as central to conceptualizations of their practice and community. Respondents reported maintaining professional resilience through connections with students, colleagues, and their sense of agency. Despite the importance respondents placed upon connections with practitioners and their recognition of the transdisciplinary nature of their work as professionals, findings indicate limited awareness of the transdisciplinary nature of the community of developmental educators. Implications are discussed for widening developmental educators' community of practice to connect practitioners from diverse fields, professions, and institutional contexts. Future directions are discussed for developing teacher-scholars' types and levels of resilience for the purpose of exercising a voice in national debates about developmental education reform.