For linguistically diverse students, the path to college is often defined by language. Depending on assessments and institutional policies, students may be placed into course sequences in developmental English, adult basic education, and/or English as a Second Language courses. The purpose of this study was to better understand developmental education, adult basic education, and English as a Second Language instructors' perceptions of how to best prepare linguistically diverse students for the literacy expectations of college courses. Ten instructors from Texas institutions were interviewed. Finding showed an overall lack of shared understandings of academic literacy across the three fields. Furthermore, there were tendencies towards deficit framings among developmental English instructors. Finally, findings showed a high level of animosity, particularly between English as a Second Language and developmental English instructors. Implications of these findings are discussed.