While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment. This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants' perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned. Twelve high school guidance counselors, four post-secondary dual enrollment program coordinators, and three school district administrators were interviewed to gain their perspective as to how COVID-19 impacted dual enrollment programs at three different sites: the local community college, one regional state university, and the online program of another state university; specifically, access, equity, quality of learning environment, and overall enrollment. The findings included access to internet and equipment was a challenge; navigating web tools and services wasn't intuitive to all; quality of instruction dwindled; communication barriers presented a challenge, and many rose to that challenge; the dual enrollment application process presented challenges to staff and students; and everyone had to adapt and overcome placement testing changes at the onset of the pandemic. The findings from this study informed implications for future research, practice, and policy. Conclusions included access to technology was paramount for students and staff during the pandemic and institutions must continue to evolve and embrace the positive changes the pandemic catalyzed. [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.]