Anywhere from 40 to 68% of first-year students, over 1.7 million, enroll in at least one or more remedial or developmental course for reading, writing, or mathematics before being able to continue into the mainstream of college coursework (Barnett, 2018; Complete College America, 2016; Logue, 2018 WV HEPC Academic Readiness Report, 2019). An estimated 64% of students enrolled in remediation will fail to complete the associated introductory course in 2 years (CCA, 2016). In an overall effort to help raise gateway course pass rates and overall higher education retention rates, co-requisite remediation is a developmental education reform sweeping across the United States. WV Title 133 mandates the co-requisite model, but each school has the freedom to decide the structure, design, and pedagogy. A gap in the literature shows little to no research in the state of WV on faculty perceptions identifying the effectiveness of a co-requisite model, critical success factors, and barriers when implementing this organizational change. The purpose of this qualitative study was to explore faculty perceptions of the implementation and effectiveness of co-requisite remediation in WV at four-year institutions. The researcher interviewed 12 co-requisite faculty members from across WV. Data collected identified critical success factors/barriers important to the model's implementation and effectiveness, such as student need, placement methods, faculty buy-in and motivation, credit-bearing courses, and more one-on-one time. Findings from this study may help state decision-makers implement change in their higher education institutions successfully. [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.]