The current climate of accountability demands that institutions engage in data-driven program evaluation. In order to promote quality dual enrollment (DE) programs, institutions must support the adjunct faculty teaching college courses in high schools. This study uses Patton's utilization-focused model (1997) to conduct a formative evaluation of a pilot Dual Enrollment Faculty Orientation Program (DEFOP) at a community college. Data from surveys, interviews, observations, and analysis of syllabi indicated faculty appreciated establishing relationships with the college and gained an understanding of DE expectations. While participants did not make changes to syllabi or pedagogy, they employed effective teaching strategies to deliver successful, college-level DE courses. Implications for future DE orientation programs include focusing on the cultivation of institutional relationships and establishing expectations while deemphasizing information related to specific instructional strategies. (Contains 4 tables.)