The purpose of this study was to determine faculty members' self-reported use and implementation of good practices in their developmental mathematics classrooms. Participants in this study were full-time or part-time (adjunct) mathematics instructors that taught developmental mathematics courses at two-year colleges. Participants completed a reduced form of an inventory developed in 1991 by a group of researchers. Comparisons of medians and boxplots indicated that most developmental mathematics faculty reported using most of the principles often or very often, but variability existed on several items. Active learning items were reported to be implemented less than other items.