In this qualitative case study, I examined the perspectives of first-generation and second-generation African American alumni of an early college high school in order to better understand the role of this model of education in their high school diploma attainment, accumulation of college credits, and aspirations to continue their post-secondary education. As such, I studied what supports helped and hindered in reaching these milestones and goals, as well as differences between first-generation and second-generation African American alumni of an early college high school. Social capital theory, grounded in the work of Bourdieu and Coleman, served as this study's theoretical framework, with an emphasis on the social relationships and resources that can lead to the development and accumulation of capital. I conducted 45-60-minute, semi-structured interviews with 13 African American alumni of an early college high school located in northeastern United States who were housed on the campus of its post-secondary partner (i.e., college/university). Applying Saldana's coding analysis methods, I identified four themes that answered how an early college high school contributed to participating first-generation and second-generation African American alumni's high school diploma and college credit attainment and aspirations to continue their post-secondary education; themes included: (a) early access and exposure to university life, (b) family support and guidance, (c) social integration, and (d) early academic involvement. Additionally, I highlighted similarities and differences among first-generation and second-generation participants. Implications for theory and practice are included. [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.]