In the United States, obtaining a college degree is a crucial strategy for reducing poverty and closing wealth inequalities between People of Color and Whites. As a strategy to promote college enrollment, high schools may offer students the opportunity to participate in dual enrollment programs. Dual enrollment is a college readiness program that helps high school students to enroll in advanced courses and potentially earn college credit while concurrently enrolled in high school (Edwards, 2011). Students who gain college credit while earning a high school diploma may be more likely to graduate college on time and at a lower cost (College Board, 2017). Despite the benefits of dual enrollment, African American students lack equitable access to dual enrollment programs. Additionally, when they are afforded access to participate in dual enrollment courses, they have a lower academic success rate when compared to White students (CCRC Fink, 2017). This study provides insight into concepts related to African American students' opinions, experiences, and preferences regarding their dual enrollment by exploring the perceived experience of dually enrolled African American Students who participated in the social-justice informed school counseling group intervention at Pittsburgh Westinghouse. The focus of this study is to generate a substantive theory of social-justice informed school counseling that promotes African American student success in dual enrollment programs and provides educators valuable insight they can use to promote equity and academic achievement in dual-enrolled African American students. The data analysis indicated six categories, including Reconceptualizing dual enrollment, Factors supporting dual enrollment, Risk undermining dual enrollment, the Significance of social justice informed group intervention, Needs for improvement of social justice informed group intervention, and Outcome of social justice informed group intervention. The data also indicates that racial oppression and systematic barriers in schools may prevent and discourage African American students from participating in dual enrollment programs or achieving academic success. The final model emerged from the data, suggesting that school counselors can promote equity and academic success of dually enrolled African American students by implementing social-justice informed school counseling 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.]