This article explores how a composition program at a minority serving, Midwestern university used an accelerated learning approach in its general education composition course sequence. Using research in the area of literacy theory and developmental education, as well as assessment data, the program designed a two-course general education composition sequence that includes increased instructional time, college credit, and an embedded peer-writing mentor. The major goal of the program is to provide students with an opportunity to strengthen their writing skills while continuing on the path toward graduation. This article outlines the ways the program has evolved over the past 20 years.