As of fall 2019, the California Community Colleges Chancellor's Office required all California community colleges (CCC) to be in compliance with Assembly Bill 705 (AB 705). CCC were required to implement multiple measures placement policies for math and English that would maximize the likelihood that students with an educational goal of degree or transfer complete English and math requirements appropriate to their goal within a one-year timeframe. Though not legally mandated by AB 705, colleges are also addressing equity gaps that developed and persisted under the previous assessment testing and placement model. The Research and Planning Group for California Community Colleges (RP Group) Multiple Measures Assessment Project (MMAP) research team, in partnership with the California Community Colleges Chancellor's Office, interviewed colleges throughout the state that were identified as scheduling either an average of 80% or more, or 65% or fewer English and math courses at transfer-level in fall 2019. Colleges were selected from a stratified random sample of all California Community Colleges within each of the seven Vision for Success regions. The purpose of these interviews was to better understand the factors that influence varying levels of and approaches to implementation of AB 705. The interviews were structured around the following research questions: (1) How did colleges determine the placement rules they are currently using? What influenced their decisions?; (2) What are the most positive outcomes of AB 705 thus far?; (3) What are the greatest challenges colleges have faced with their implementation of AB 705?; (4) What is the overall belief in student capacity to succeed in transfer-level English and math courses?; (5) How are colleges supporting students in transfer-level courses? Does any one method seem to be working better than others?; and (6) How are colleges addressing equity gaps in transfer-level courses with regards to enrollment and throughput?