The acceleration of developmental mathematics instruction is a current trend in the field of developmental education. This report on a survey of practitioners reveals the challenges in teaching accelerated models of developmental mathematics courses and garners recommendations for improving the practice. Responses were elicited from faculty teaching developmental mathematics in two- and four-year colleges. Survey results offer input from those already involved in the practice and are intended to benefit practitioners and administrators engaging in reform applying to accelerated course delivery models. The purpose of this research was to gather feedback from instructors in order to learn from their experiences with accelerated mathematics instructional reform. The participants were surveyed as part of their involvement in professional development activities with the National Association for Developmental Education (NADE). The results may offer benefits to college faculty, researchers, and reform advocates as they work to improve the delivery and performance of developmental mathematics courses.