In Texas, adult English as a Second Language (ES(O)L) and developmental education classes both offer adult multilingual students remediation guided by distinct standards: Texas Workforce Commission (2016) and Texas College and Career Readiness Standards (2018). Within various colleges, the courses are overseen by different departments lacking coordination, resulting in the "wicked problem" (Rittel & Weber, 1973, p. 136) of streamlining support for a growing multilingual college student population. Through thematic analysis (Clark & Braun, 2014) of 76 hours of observation and interviews at five Texas community colleges and community support programs, we apply systems theory to explore alignment between standards' application and instruction. Although the standards' language indicates alignment, unequal implementation indicates the need for additional training to support students.