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The Wisconsin Technical College System (WTCS) engaged in an educational reform initiative by implementing the use of an accelerated instructional methodology. Rather than strictly compressing course meeting times, the WTCS required that courses identified as 'accelerated' incorporate brain-based instructional tools and delivery methods. This study investigates the perceptions of students, faculty, and instructional supervisors involved with the use of accelerated learning strategies. Objectives guiding the investigation focused on critical dimensions of the methodology and differences in perception between accelerated and traditional students as well as faculty and instructional supervisors involved with accelerated academic programming. Students participating in accelerated courses assigned a different degree of importance to the critical dimensions of accelerated learning as compared to traditional students. Overall, experiences reported by both classifications of student did not differ significantly. Despite meeting fewer course hours, accelerated students reported comparable learning experiences to students in traditional programs.