Corequisite developmental mathematics is an instructional model designed to support underprepared college students in completing their gateway math requirements. A transition to this model typically requires changes in pedagogy and a commitment to the integration of learning support with course content and instruction. This research garnered input from one of the most important constituents of the corequisite model--the teachers. It offers insight into class design components and instructional strategies applied by those who have corequisite course teaching experience.