Dual enrollment, which provides opportunities for high school students to take college courses and earn college credit, is an important way to expand educational opportunities, improve economic mobility, and meet California's workforce needs. State leaders have recently increased support for dual enrollment, and the COVID-19 pandemic has fueled a surge in participation across the country. This report examines whether access to and success in dual enrollment programs is equitable and how pockets of success may be identified and replicated. The authors also identify barriers to the expansion of dual enrollment and explore ways to lower them. Key takeaways include: (1) dual enrollment has been steadily increasing in California; (2) dual enrollment participation and outcomes vary across racial/ethnic groups; (3) a significant share of dual enrollment courses are career focused; (4) some non-transferrable offerings should be re-examined; (5) staffing shortages and instructor minimum qualifications are a challenge; and (6) dual enrollment participants enroll in two- and four-year colleges at relatively high rates. [This report was written with research support from Bonnie Brooks and Gabriel Gutierrez-Aragon. For the Policy Brief, see ED617936. For the technical appendices, see ED617937.]