Each year nearly 70% of community college students nationwide are required to enroll in non-credit developmental education courses because they scored below college-ready on a placement test in reading, writing, and/or mathematics. Yet, prior research has demonstrated that these placement tests tend to inaccurately place students into courses that are not a good fit with their level of college readiness. In response, an increasingly popular reform effort is to use alternative methods such as high school grade point average (GPA) to place incoming students into the appropriate level of coursework. Florida stands at the vanguard of this placement reform movement, as one of the first states making policy changes to authorize systemwide use of alternative methods in lieu of (or in addition to) common placement tests. This study includes a document analysis of institutional website sites and virtual site visits to Florida College System institutions to enhance our understanding of the variation in placement policies used across the FCS institutions, the rationales for these decisions, as well as benefits and challenges encountered during implementation. It concludes with recommendations that can support institutions in Florida and beyond as they develop future plans about how to further reform or modify placement systems.