Over the past two decades dual credit programs have been increasingly utilized as a pathway for secondary students to accelerate into postsecondary education. This mixed-methods study evaluates Hawai'i's dual credit program, Running Start, on student participant characteristics such as demographics, course-taking, and postsecondary access and degree completion. Additionally, this study investigated high school organization and structure, as well as factors that influence counselor selection of participants into the Running Start Program. Major findings from this study were: 1) Hawai'i's dual credit student participation rates differed by ethnic groups; 2) Running Start participants entered postsecondary education and earned degrees at higher rates that statewide averages; 3) 86% of Running Start participants earned grades of C or better; 4) participation rates differed by type of high school and geographic distance from a postsecondary campus; 5) once school-based notifications were distributed, counselors relied on students to "self-identify" themselves as interested in Running Start; 6) counselors evaluated the risk of the student passing or failing a class and its impact for the student on graduation or on-time promotion; and 7) administrators and counselors differed with respect to the student population that the Running Start program should serve. Two themes emerged from this study: 1) counselors provided school-based notifications on the Running Start program to both students and parents, but relied on students to "self-identify" themselves as interested in the program; and 2) administrative barriers such as conflicts in the secondary and postsecondary schedules, associated costs for tuition, fees and books, and transportation impeded student participation rates. While Running Start participants show strong postsecondary outcomes, the selection and participation of students in this program was student-driven and influenced by external administrative factors. The results from this study will be useful to state policy- and decision-makers, as well as high school and postsecondary institutions on evaluating the efficacy of dual credit as a high school reform initiative for college access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]