Community colleges have been under increasing pressure to devise alternate math pathways to the traditional sequence of developmental math classes. Considering the important role faculty play in student success, this qualitative study focuses on faculty perspectives regarding Quantway, a novel alternate pathway for community college students who are not majoring in a math-related field. The following research question guided this study: Based on their experiences, both positive and challenging, what are the faculty perspectives regarding teaching Quantway? Data were gathered, using structured interviews, from 10 community college instructors at four community colleges. Positive aspects of teaching Quantway are improved student attitude and motivation, student engagement and support, sustainability, certain aspects of the single-semester quantitative reasoning [QR] course with the co-requisite, and faculty fulfillment. Challenges that faculty reported were mandated pedagogy and certain facets (other than those experienced as positive) of the single-semester QR course with the co-requisite. There were other aspects on which faculty perspectives were mixed, including the support system for faculty when teaching Quantway as well as the appropriate level of academic rigor in a QR course. The pedagogical approach of Quantway courses should be less prescriptive and more flexible. Continued communication among Quantway faculty is also imperative. Future research should focus on effective pedagogical practices as well as incoming skill level for the single-semester QR course with the pre-requisite. Overall, the findings from this study suggest that Quantway positively impacts faculty and students.