This paper explores the value of participatory action research in a community college developmental mathematics course. The authors used the framework of critical mathematics education in order to understand the critical conversations of students about their learning experiences, and also to help the instructor of the course develop the curriculum that attended to student experiences. The authors also draw on Michel de Certeau's ideas about strategies and tactics to understand how students responded to their past learning experiences. Data results from the study show that students can gain a better understanding of their own learning and subsequently develop deeper content knowledge when they are more involved in the teaching and learning process. Lastly, the authors conclude that as adult learners grow in their understanding of the learning processes and of the content being presented, participatory action research can play an important role in the entire development of thinking and intellectual engagement.