This qualitative research case study examined the supports required for 31 academically average 10th grade students to succeed on three dual enrollment college courses. Conceptually, support was a team effort, with contributions considered from administrators, faculty, parents and students. The paper documents support contributions from all four teams of people, with significant evidence that students were developing important college readiness skills. Support mechanisms included such things as a learning community model, a stretched curriculum, reduced tuition fees, an interdisciplinary integrated curriculum, team-teaching, classroom accommodations and a no-failure rule. One unexpected finding was that tuition fees greatly increased parental support. The full survey appears is appended. (Contains 1 table.)