To improve students' outcomes and retention rates, community colleges have implemented acceleration strategies which hasten the completion of educational requirements (Edgecombe, 2011). The objective of this study was to investigate the effects of an accelerated freshmen writing course on teachers' curricular decisions and pedagogical practices at a large urban community college. We conducted semi-structured interviews with the 11 faculty members teaching different sections of this accelerated writing course. All interviews were audiotaped, transcribed, coded, and analyzed. Our findings reveal that while instructors embrace the structural changes that come with accelerated courses and demonstrate a new appreciation for struggling students in their traditional English 101 class, they report on significant challenges in teaching due to the students' lack of academic and personal maturity, as well as a need to lower their expectations and simplify the curriculum. This research raises questions about the unintended positive and negative effects of accelerated courses on teaching. More qualitative research is needed that focuses on the teachers' experiences and their capacity to help students benefit from an accelerated course.