This mixed methods study explored the use of time-compressed instruction in English, math, and accounting courses at Florence-Darlington Technical College, a mid-sized institution located in the Pee Dee region of South Carolina. The researcher compared compressed and non-compressed sections of identical courses offered at the college to determine whether there was a statistical significance in student grades. Qualitative data was gathered from focus group discussions among faculty who had taught the relevant courses in both compressed and non-compressed modes. The quantitative analysis involved grades earned by students in compressed and non-compressed sections of courses in the three areas examined. The results of the analysis revealed a statistically significant difference in pass rates of compressed courses compared with non-compressed courses in ENG 101, ENG 102, and MAT 102. No statistical significance in pass rates was found for ACC 111 and MAT 101. Qualitative findings indicated faculty study participants perceived that course content in both the compressed and non-compressed courses was identical, with one-third of the participants noting that rigor in both modes was also identical. Faculty also expressed opinions on adapting pedagogy for compressed learning, and strategies that can be utilized to enhance student success in courses offered on a time-compressed schedule. Faculty dissent on transitioning fully to a compressed course schedule was unanimous. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]