This dissertation presents a comprehensive program evaluation of the dual enrollment program in a large urban school district in California. Dual enrollment has grown in popularity and is being utilized by many school districts across the country to provide access to college coursework and increase matriculation rates. This study aims to assess the impact of practices utilized by site and district leaders to equitably implement the program for all student groups. The evaluation employed a mixed methods approach, combining quantitative enrollment data and qualitative interviews and focus groups. High school principals participated in a semi-structured interview, while high school head counselors and district administrators participated in semi-structured focus groups. Participants responded to questions seeking information on the evaluation and consideration of data, enrollment practices for course and student selection, promotion of the program, and nurturing academic success. Findings suggest that site and district administrators are utilizing practices that provide enrollment opportunities to students who naturally surface using pre-identified academic criteria and self-selection but may not yet be reaching all students who could benefit from the program. The program evaluation provides additional considerations and recommendations for future educational leaders, along with implications for equity and access. Future evaluation of the program is still needed to determine if the program increases student achievement for historically underperforming students. [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/en-US/products/dissertations/individuals.shtml.]