This qualitative grounded theory study examines dual credit policy implementation in a North Texas community college and ISD, focusing on the perceptions of ten dual credit teachers. The data collected was focus group interviews to explore how these teachers navigate dual credit policies in their daily professional lives. The findings revealed several key themes that emerged from the data, including issues with pay, limited teacher autonomy, challenges in communication, and discrepancies in grading policies, all of which significantly influence teaching practices for high school dual credit instructors. These themes created conflicting demands between high school and college guidelines, further complicating the dual credit teaching environment. The study highlights the need for greater alignment between formal and informal policies to better support dual credit educators and ensure the success of dual credit programs. [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.]