Corequisite mathematics is a developmental education intervention designed to provide the instruction of college-level math content while concurrently requiring student participation in learning support. Its purpose is to facilitate underprepared mathematics students in expeditiously completing their college gateway math requirements. This model has been promoted, and in some cases, mandated as a means of reforming math instruction for underprepared college students. A fundamental design principle of the corequisite model is integrated learning support. Pedagogy is focused on course content, as well as concurrent skills instruction to support the student learning process. This integration of learning support with course content and instruction requires more student time on task in the short term, with the goal of reducing their overall time spent in developmental education to (typically) one semester. As corequisite reform is being broadly applied in American colleges, this study sought to examine the experiences of those teaching these courses. Analyzing survey data received from 42 faculty members who teach corequisite developmental mathematics (CDM), we identified 10 challenges faculty encountered when teaching CDM courses, as well as five positive outcomes of CDM at their institution. Based on findings, we offered practical implications for future practice in CDM implementation.