In 2012, the "Educational Policy Improvement Center" (EPIC) analyzed more than 2,000 entry-level course documents collected from a stratified sample of two- and four-year public and private institutions of higher education (IHEs) to establish an empirical understanding of entry-level college course expectations. Based on the findings of that initial study, EPIC researchers developed a series of performance tasks that reflected indices such as the average assignment length, the most common writing type, and the average depth of knowledge required in assignments in thirteen courses. An analysis of course syllabi revealed the most commonly taught themes for each course type (e.g., Physics: Newton's laws of motion; Introduction to Psychology: social inequalities; Statistics: probability; and U.S. Government: political parties and elections). After piloting a sample of tasks in secondary and postsecondary classrooms, EPIC researchers sought audiences and avenues to disseminate the tasks free of charge. EPIC's performance tasks were based on expectations that EPIC researchers identified in entry-level college syllabi. Given that dual and concurrent enrollment programs serve students transitioning into entry-level college courses, researchers sought to learn about dual and concurrent enrollment programs and whether the tasks would be a useful resource for program instructors. EPIC researchers conducted nine focus groups composed of members of the "National Alliance of Concurrent Enrollment Partnerships" (NACEP) and other dual enrollment coordinators from across the United States. This report details the methodological approach of the study and summarizes key findings from conversations with focus group participants in three areas. First, EPIC researchers were interested in the nature of dual and concurrent enrollment curriculum, both in terms of the adoption process and curriculum characteristics or qualities. Additionally, EPIC researchers were interested in whether the performance tasks would be useful given the curricular norms of their program. Lastly, EPIC researchers were curious about current professional development opportunities for dual and concurrent enrollment faculty and instructors. Appended to the report are: (1) Focus Group Questions; and (2) EPIC Performance Task Packet.