This paper describes the implementation of the online and f2f summer algebra courses that were delivered in summers 2011 and 2012. These data will be used to frame the impact results presented in an earlier paper. In particular, the paper will provide a detailed picture of how the online course was structured and the types of supports provided to students; compare the algebra content and course rigor between the online and f2f classes; and examine students' perceptions of the online course between summers 2011 and 2012, which were starkly different in terms of the software glitches that interfered with the delivery of the course in 2012. The paper will be guided by the following research questions: (1) How were the key components of the online algebra credit recovery course implemented during the summers of 2011 and 2012, including specific technology challenges?; (2) How did the online and f2f Algebra IB courses compare in terms of content rigor and grading expectations?; and (3) How did the instructional experience compare for students taking online and f2f summer credit recovery courses, and between students who took the online course in 2011 and 2012? The authors will draw from several different sources of implementation data that were collected in both conditions in both summer 2011 and 2012 to answer the paper's research questions. These include in-person observations of the online and f2f classrooms, archival data generated from the online course, student and teacher surveys, online mentor logs, and course materials (syllabi, annotated tables of contents). The preliminary findings from year 1 (summer 2011) indicated that students were engaged, cooperative and attentive in both the online and f2f algebra classes, with no statistically significant differences between conditions. The online mentors reported spending the majority of their time (62%) on administrative tasks, 28% of their time teaching mathematics; and 9% of their time communicating with the online teacher or Aventa technical support.