A state-wide educational policy change in Texas mandated that the exit levels of developmental reading and writing coursework in every public institution of higher education in the state be merged into one accelerated and integrated developmental reading and writing course. This project examined that curricular shift through the perspectives of the instructors of the new course structure. Through interviews with, and course materials from, 30 instructors from 28 community colleges we sought to understand how the curricular policy was addressed in practice, including in terms of how participants' own instructional perspectives and approaches intersected with the new curricular structure. We describe several themes that arose from our analysis, paying particular attention to the issue of time.