The purpose of this qualitative study was to explore college and career counselors' perspectives of students on the factors that influence the persistence of dual credit students in local high schools in North Texas. The theoretical foundation of this study was from Rendon's Validation Theory that is of the belief that institutional validation could make the difference for "nontraditional" students such as dual credit students. The research questions focused on the College and Career Counselors' perspective of the factors that lead to and the factors that inhibit dual credit student success, the best ways to assist students in enrolling in dual credit, and the most effective strategies that the college can implement. Ten College and Career Counselors were interviewed. They are employed by a two-year college but are housed in the local high schools working with dual credit students on a daily basis. Data for this study was collected through a series of one-on-one interviews using a semi-structured interview process, followed by a transcript-checking procedure completed by the research participants. Using these primary data sources, coding procedures were used to determine emerging themes. Four to five themes emerged per research question. Major findings from the research reflect the importance of being supportive and encouraging to dual credit students and having the College and Career Counselor on the high school campus available to them. Conclusions included non-traditional, dual credit students who: received the support and encouragement from stakeholders gain confidence and create internal motivation to persist in their dual credit courses, do not accept the support and encouragement from stakeholders' lack confidence and are not internally motivated to persist or do not have the maturity to take responsibility in their dual credit courses, received small group and individual help from a College and Career Counselor that broke down the steps for them throughout the process of enrollment were more likely to complete the process to take dual credit courses and persist once enrolled, received the benefit of the effective practices of the College and Career Counselor and the Dual Credit Department are more likely to persist in dual credit. Results give insights to educational leaders to help structure dual credit programs and improve dual credit persistence. [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.]