California's public schools boast the nation's largest population of English learners--approximately 1.15 million in the 2019-20 school year. The potential civic, intellectual, economic, and cultural contributions of this group of multilingual students are enormous. Yet too often, their assets remain undervalued and untapped because traditional educational settings treat English proficiency as a prerequisite for rigorous academic courses. With limited exposure to opportunities intended to prepare students for college and careers, English learners often fall through the gap between the state's disconnected high school and college systems. Dual enrollment represents a possible bridge between high school and college for English learners, especially if implemented with attention to their unique assets and needs. This brief highlights promising practices for expanding dual enrollment opportunities for English learners that this research surfaced. This brief begins with an overview of dual enrollment in California, including key legislation and quantitative data about participants, followed by an overview of the state of college readiness and postsecondary degree completion for English learners. It then provides a summary of qualitative findings from interviews with districts and colleges, including spotlights on two innovative dual enrollment programs designed for English learners. High-level themes from this research include: (1) Dual enrollment for English learners builds on promising practices that support dual enrollment for other underrepresented student populations; and (2) Promising practices for English learners in dual enrollment combine access and support. The paper concludes with three sets of recommendations to encourage deeper consideration of how dual enrollment could be designed and scaled with a focus on English learners.