From their beginning, community colleges have been active partners with multiple stakeholders in providing educational opportunities in a variety of formats to meet the education and workforce needs of their communities. Kentucky Community and Technical Colleges (KCTCS) have provided access to postsecondary education for typically underserved students through dual-credit offerings. In the fall of 2009, the dual-Middle College High Schools (MCHS) were added to traditional dual-credit offerings. Working collaboratively, four doctoral candidates in the University of Kentucky-KCTCS partnership leadership-preparation cohort conducted a case study of the two MCHS programs. Chapter 2 of this dissertation presents an overview of findings, which allowed each team member to focus on one aspect of the MCHS programs: (a) institutional partnership, (b) student academic achievement, (c) student academic engagement, and (d) student support services. Data sources included student perspectives about program experiences and college and P12 school district partners' perspective about program components. Using a mixed-methods approach allowed the research team to collect quantitative data to identify trends and qualitative data to enrich their knowledge and understanding about the MCHS programs investigated. Chapter 3, conducted by this researcher, focuses on the institutional partnerships. Using a qualitative approach, data were collected through an online survey and follow-up individual interviews with key partners. The MCHS programs are described providing an explanation of their structure, resources, and policies. The research provides insight into the key elements necessary to implement and maintain these types of educational partnerships. Research findings supported the need for a shared decision-making process; open, honest, and frequent communication; common vision, and presence of a champion. Partners identified benefits to those involved in these collaborations as well as providing areas from improvement. Chapter 4 presents a discussion by this researcher of two areas--funding and program location--that should be addressed early in the development process by partners creating these types of educational initiatives. This chapter also shares insights gained by the researcher through completing this study and anticipated use of knowledge gained from this endeavor. [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.]