Developmental courses in English, math, and reading have an important purpose in higher education, especially in the open-access world of community colleges. These classes--also referred to as "remedial"--are intended to give less-prepared students a chance to catch up and meet the challenges of college-level coursework. However, nationwide studies have shown that the more semesters of remediation a student is required to take, the less likely that student is to ever complete a college-level math or English course, never mind reach a longer-term goal such as earning a degree or transferring to a four-year college or university. This bleak reality has motivated a growing number of California community colleges to re-think their approach to remediation. In this article, the author talks about California Acceleration Project, an initiative of the state-funded California Community Colleges' Success Network (3CSN) that supports colleges in offering new accelerated math and English courses. The California Acceleration Project is linking up with community colleges in different states to build a national acceleration movement. The Accelerated Learning Project of the Community College of Baltimore County (CCBC) is one of the other major players in this movement, having inspired more than 30 colleges in multiple states to implement mainstreaming models of acceleration in English. (Contains 2 figures.)