The purpose of the qualitative descriptive study is to engage community college faculty in systematic reflection of their perceptions of the impact of redesigned accelerated developmental education courses on their pedagogy and student success. Study participants include twenty-six English, Mathematics, and Reading faculty who have experience teaching traditional and accelerated developmental education courses at a community college in the Mid-Atlantic region of the United States Using a self-report questionnaire and structured interviews, the researcher conducted thematic content analysis, and the following major themes emerged as faculty reported that: 1) teaching accelerated developmental education courses is rewarding due to student success and stronger rapport with students; 2) backward curriculum design and pedagogy differentiates teaching practices in accelerated courses; 3) teaching accelerated courses provides faculty with insight on non-cognitive issues and affective needs that impact student learning and 4) teaching accelerated courses may result in newfound faculty perspectives on developmental education reform, effective pedagogical strategies, and student ability.