As a result of California Assembly Bill 705(AB705, 2017) and California Assembly Bill 1705 (AB1705, 2021), most 1st-year students will enroll directly into transfer level math and/or English courses (Baca, 2021; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). Students once placed into remedial coursework before enrolling in transfer level coursework may need more student support services to ensure course completion and retention (Atkins & Beggs, 2017; Baca, 2021; Cook, 2016; Lopez, 2022; Melguizo et al., 2022; Sims, 2020). The recent implementation of AB705 allows for community colleges to redesign pedagogical practices and restructure student support to address equity gaps and promote student success (Sims, 2020). Prior to AB705, remedial math and English course sequences were often gatekeepers that prevented students of color from completing their educational goals (Bailey, 2015; Bailey et al., 2013; Bragg et al., 2019; McClenney, 2019).As colleges move toward full compliance of AB705 and AB1705, colleges should have a comprehensive understanding of faculty members' experiences as they implement reform efforts. Faculty perceptions of how the legislation has impacted student equity and success outcomes can inform continued, reiterative, and intentional improvements to reform initiatives. This qualitative study used semistructured interviews of English faculty members to examine if AB705 served as a catalyst for transformative change across academic and student support structures at community colleges. This study uncovered reform recommendations and best practices colleges can implement as they redesign educational support structures at their colleges. [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.]