The redesign of the instructional delivery of developmental mathematics courses is currently commonplace. This study reports the results of a survey of faculty who teach various models of accelerated developmental mathematics (ADM) courses in 2- and 4-year colleges across the United States. Findings reported and described include the positive outcomes encountered by faculty in ADM courses, the training and support offered to instructors to prepare for and teach these courses, the support services believed to work best for students, and the technology applied in conjunction with these interventions. The goal was to address a research gap pertaining to faculty input regarding developmental education (DE) instructional redesign.