Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty's professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample (n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) "growing concerns," (b) "externalizing remediation," (c) "institutional challenges," and (d) "taking action."