This qualitative study explores how students navigate discourses in an undergraduate government class. To understand how content area literacy instruction may support a corequisite government course, qualitative data was collected over two semesters. Analysis revealed three prevalent themes: (1) Students struggle with developing a habit of mind as college learners, (2) content area literacy strategies support students to develop academic discourses, and (3) service-learning provides students with an opportunity to engage in authentic disciplinary discourses. This study highlights how the corequisite model limits students' the time and resources to develop literacy skills to meet college expectations. Future research may consider exploring how students in developmental programs engage in literacy tasks after the corequisite course.