Increasing the percentage of adults with a college credential is paramount to sustaining our economic competitiveness. One strategy that has potential to help achieve the goal of increased postsecondary degree production is dual enrollment, which allows high school students to enroll in college-level courses for credit that can be applied simultaneously toward their high school and college degree requirements. However, dual enrollment can only help if students have access. This study capitalizes on a policy shift in the state of Virginia to descriptively assess whether dual enrollment offerings are disproportionally associated with certain high school characteristics. Although the policy shift had positive implications for access to dual enrollment courses, we found that access remains inequitably distributed. High schools that are located in suburbs and the northern region of the state, as well as high schools that are comprised of a high percentage of underrepresented students, continue to lag in their offering of dual enrollment courses. We posit explanations for these inequities and discuss implications in light of Virginia's goal to award 100,000 additional degrees by 2020. (Contains 2 tables.)