Underprepared students often need assistance building writing skills and maintaining confidence in their abilities and potential. The authors share the philosophy, pedagogy, and experience of freshman developmental education and the writing center at a four-year, private, not-for-profit urban college. They describe high-impact educational practices that support academic success and promote metacognitive skill development and academic self-efficacy. They also provide data gathered over a five-year longitudinal study. The developmental studies writing program is designed and its partnership with the writing center is designed to help underprepared students, in particular, creating a logical progression of classroom activities and support services. Learning activities are enhanced through technology to support developmental education and writing center sessions. The use of the writing center to support developmental education is to encourage and increase students' help-seeking behavior as they transition beyond the developmental level.