This qualitative study explored the personal factors that promote the adoption of acceleration among community college mathematics faculty as well as the departmental and institutional relationships that support this adoption. Interviews with nine early adopters of acceleration revealed diversity in their educational backgrounds and career paths into community college teaching. This diversity may enhance the ability of faculty to view the mathematics curriculum as evolving, enabling them to investigate alternatives to the traditional developmental math curriculum such as acceleration. Study participants also demonstrated highly developed pedagogical content knowledge and noted the importance of participation in a community of practice in supporting their acceleration work. Participants used implementation strategies aligned with their departmental culture and identified ways the institution could support their adoption efforts. Recommendations outline strategies for faculty and institutional leaders interested in promoting the adoption of acceleration on their campuses.