This report provides an in-depth look at five different programs, all of which currently, or are making efforts to, include a broad range of students. The five Credit-Based Transition Programs (CBTPs) studied are located in five states--California, Iowa, Minnesota, New York and Texas--and included two dual enrollment programs (one with a career and technical focus), a Southern California Middle College High School (MCHS), an International Baccalaureate program, and a Tech-Prep program. In order to develop a deep understanding of the programs' structures and features, two visits were made to each site. Promising practices are described, as well as barriers to such practices. The findings are based on qualitative research that can potentially inform further, outcomes-based research. This report presents the five case study sites and examines some of the ways in which contextual features influenced program implementation. The report also presents the cross-case findings, focusing on four key program features--(1) student recruitment and selection processes; (2) curriculum; (3) support services; and (4) data collection and use. As the sites collect limited outcomes data, the benefits that study participants felt students gained through their CBTP experiences are briefly discussed. The report concludes by presenting recommendations for policymakers, practitioners, and researchers. (Contains 8 endnotes.)