Math instructors teaching alternative 12th-grade courses outside the "traditional" high school math curriculum were overwhelmingly positive in interviews about the effectiveness of the classes, particularly for students who are planning to attend college but have struggled with math prior to this class. Teachers said that the courses' instructional approach, which is project-based and student-centered, is a better way for students to learn and for instructors to teach. These findings reinforce existing research about the importance of providing students at both the high school and college level with alternatives to the traditional algebra- and calculus-based math pathways, with courses better aligned to student goals, and focused on content and skills that they will need to be successful in college and career. The courses examined in this study provide additional options for college-bound students during their senior year. The potential impact of these courses is particularly important given the current landscape in California, where recent policy changes suggest growing recognition on the part of the education sectors of the value of math courses outside of the traditional calculus pathway. [This study is part of a larger project sponsored by The College Futures Foundation.]