College stops before it really begins for far too many students. These students enroll in college only to be told that they are not ready for college-level coursework. Historically, colleges and universities have attempted to close this gap by placing these students, who are disproportionately Black, Latinx, or experiencing poverty, in prerequisite remediation. Forced to pass a long series of non-credit-bearing courses before they can even access their gateway college-level math and English courses, these students all too often get stuck and stop out. As an original member of the Complete College America (CCA) Alliance of States, the University System of Georgia (USG) has taken a different approach, which CCA calls corequisite support. In the corequisite model, students immediately enroll in credit-bearing courses while receiving the extra support they need to complete gateway college-level courses. CCA's "No Room for Doubt" report lays out the case for why moving corequisite support from idea to imperative is crucial for states and systems. Even with this guidance, states and institutions will have many decisions to make about the best way to design corequisite support to meet their students' needs. This brief explores in more detail how USG approached implementation when it scaled corequisite support statewide. It describes the different options the system provided to individual institutions and how the system is evaluating those options to determine which ones provide the most benefit for students, particularly those who are Black or Latinx, are experiencing poverty (defined in this brief as being eligible for federal Pell grants), or are the first in their family to attend college. [For "No Room for Doubt: Moving Corequisite Support from Idea to Imperative," see ED611851.]