Dual enrollment programming is a way in which high schools and colleges can form partnerships to further their shared interest in student success both in high school and college, perseverance to college enrollment and completion, and a way for students to experience the rigors and expectations of college while in the supportive environment of high school. A study was undertaken to investigate the equitable participation in and access to dual enrollment programs by African American high school students attending one technical college in Wisconsin. Analyses for this quantitative research study examined participation trends by African American students, the location of dual enrollment participation, and the predictive influence dual enrollment participation would have on enrollment in college after high school graduation. Academic momentum encompassed the theoretical framework that dual enrollment participation would serve as fuel for pre-college momentum for students to persist in their college pathway to enroll in college after high school graduation. Key findings suggested dual enrollment participation by African American students was not equitable compared with participation by Caucasian students, African American students participated in dual enrollment opportunities in their local high schools at greater rates than at the local technical college campus, and participation in dual enrollment at the local technical college campus had a greater predictive influence on African American students enrolling in college after high school graduation than participating in dual enrollment in their local high schools. [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.]