Over the last several decades, mathematics remediation has been studied with a focus on the impact it has had on other factors such as graduation rates, student academic growth, the potential income of students, students' self-perspective, placement tests and scores, effects on minority populations, and best practices (Bahr, 2007, 2013; Boylan, 1999; Duranczyk & Higbee, 2006; Hagedorn, Siadat, Fogel, Nora, & Pascarella, 1999; Hilgoe, Brinkley, Hattingh, & Bernhardt, 2016; Hoyt, 1999; Ignash, 1997; Saxon & Boylan, 2001). Despite this previous research, the California legislature went a different direction when enacting Assembly Bill 705 (AB 705) which has drastically changed remediation practices and placement procedures. This legislation requires that a community college maximize the probability that an incoming student will pass transfer-level coursework in English and math during their first year. Though colleges are given some freedoms in their method of meeting the requirements of the law, they are required to implement placement systems that include high school coursework and GPA and offer more streamlined approaches to remediate students while they are concurrently taking transfer-level coursework. While it will still be several years before we can see the full impact of this legislation, there are other factors that can be measured which will have an impact on student success in this new system. This study evaluates the impact of AB 705 on the climate of the community college math faculty implementing the law. Climate is defined as elements of teacher attitudes including teacher efficacy (Forsythe, DiPaola, & Hoy, 2014), as well as patterns or experiences of an individual that impact norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures (National School Climate Council, 2007). Using a collective case study design, comparisons are made between colleges that are defined as higher implementers of AB 705 with 10% or less of their course offerings for mathematics being remedial classes, to the colleges designated as low implementers offering more than 10%. This study evaluates mathematics instructors from nine community colleges located in the Central Valley of California using stratified purposeful sampling method (Creswell, 1998; Stake, 1995). These campuses have majority minority populations (50% or more of their population designated as a minority population). Within these colleges, four fit the definition of high implementers of AB 705, and five the definition of low implementers. Through administrative contacts, math faculty were contacted from each campus and were interviewed regarding their experiences and attitudes towards the implementation of AB 705. Depending on the results of the initial interview, further interviews of other faculty were used to improve the saturation of the climate of the math faculty for each campus. Using Ajzen's (2005) Theory of Planned Behavior, initial themes were created regarding the attitudes of faculty, their experiences in implementing AB 705, and their decision-making and implementation practices. Bandura's (1977) Social Learning Theory was used to illuminate the impact of these attitudes on the decision-making process for each campus, and Rosenthal & Jacobson's (1968) Pygmalion Effect was used to conjecture the impact of these attitudes on student success rates. Emerging patterns were compared between the high and low implementers. Analysis of the nine campuses showed lower implementation schools have held onto negative attitudes towards student aptitude while higher implementers have transformed their perspectives believing that students can succeed in the new system and are likely to be more successful in the new system brought about by AB 705. These attitudes, defined as the climate of the faculty, can and will have an impact on student success. Elements of climate, including "teacher efficacy, individual and collective, consistently shows a positive relationship with student achievement" (Forsythe, DiPaola, & Hoy, 2014, p. 61). The attitudes of the faculty implementing AB 705 seem to either be transformed or reinforced, and this seems to correlate with the level of implementation. If these patterns continue to emerge, this would be good evidence that lower implementing colleges should invest resources to help prepare faculty and staff at the school in the best manner of implementing AB 705. It was through this type of trainings and experiences that the high implementers began to see a transformation in their own attitudes which led to a higher level of implementation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]