Developmental education has been in the hot seat for several decades with its critics calling for reform and its practitioners asserting its effectiveness given time. Wedged in the middle of this highly debated topic are the students who place into developmental education; students who should have a voice in the debate. This practitioner action research study brought students to the research table and asked them about their experiences in developmental education and how these experiences impacted them. Three distinct research tools modified for the online environment were used to collect data: a group-level assessment, photovoice, and semi-structured interviews. A combination of relational cultural theory and new literacy studies was used to analyze the data and draw conclusions. I argue that students placed into developmental education experience two separate spaces in higher education: a space of marginalization and inequity, as well as a space of benefit and care. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]