Dual enrollment programs across the nation have gained positive attention for increasing access to affordable higher education, elevating academic rigor, and encouraging timely degree completion. However, dual enrollment programs differ significantly in design. This study analyzed the college transfer sector of the Career and College Promise (CCP) Program, North Carolina's statewide dual enrollment program at a mid-sized, centrally located community college. This mixed methods study was the institution's first formal analysis of Career and College Promise students' academic performance and experience as compared among the three available course delivery locations (i.e., the college campus, the high schools, and online). The purpose of this study was to identify key factors of the current program design, including course location, that lead to student success for college administrators, educators, and policy makers working with the growing CCP program and student population. The community college provided de-identified student data for the quantitative research. The researcher conducted semi-structured interviews with graduating and former CCP students for the qualitative research. An analysis of the mixed methods data indicated that students were very satisfied with the CCP experience, preferred courses on the college campus, and were least successful in online courses. [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.]