The experiences of a chemistry professor and a physics professor at a regional branch campus of Penn State University are described. In both instances, the faculty members had previously served as teaching assistants at a research intensive institution, the University of Illinois at Urbana-Champaign. The unique pedagogical struggles involved in teaching at a two-year regional branch campus of a research I university are described. The underlying challenge both faculty members address is the need to present research I caliber science courses designed by faculty at a research I university to regional branch campus students, many of whom are poorly prepared academically. The academic adjustments used by both faculty members to address this challenge are described and include: enforcing entrance exams and course prerequisites, collecting and grading homework, providing study guide handouts, integrating the lecture and the laboratory, and providing frequent one-on-one coaching to the students in a variety of settings. (Contains 3 figures.)