Current trends in developmental writing have focused on corequisite support courses that developmental writers take in conjunction with college-level courses. Much recent scholarship has focused on the design of the corequisite course, but a corequisite model also raises the stakes of the curricular design of the college-level course, since it now features developmental writers. In this article, we describe a qualitative research project designed to explore whether a writing-about-writing college-level curriculum is appropriate for community-college developmental writers in an ALP corequisite model.