Until recently, many colleges provided academic support to students by requiring students to complete one or more developmental education courses in a subject area before they could enroll in college-level coursework. Now colleges have been experimenting with new approaches that accelerate students into college courses, including corequisite remediation. Corequisite remediation requires that students who are identified as requiring additional academic support be placed immediately into a college course while receiving aligned academic support during that same semester. Research has shown that corequisite remediation has positive impacts on academic outcomes relative to the traditional approach of requiring students to take developmental education courses. However, little is known about how student experiences differ in corequisite remediation relative to developmental education courses. In this report, researchers use student survey and administrative data from a randomized control trial at five community colleges in Texas and qualitative data to examine contrasts in student experiences between college students who were assigned either to corequisite remediation or to standalone developmental education courses. Findings indicated that corequisites improved student experiences in many areas, including: early opportunities to gain momentum; intensity and compression of academic practice; rigor of coursework and expectations; alignment of academic remediation with college coursework; and opportunities for peer learning. Findings also indicated that corequisites reduced student exposure to stigma. Our measures of opportunities for student-centered learning and support for success skills indicated no differences or favored traditional developmental education.