Since its inception in 1955, dual credit has become an increasing popular way to not only prepare high school students for the rigors of college courses but to give some high school students the opportunity to complete anywhere from a few college courses to a complete associate degree while still in high school. High school dual credit programs exist nationwide under a variety of different names, but there is little consistency from state to state or dual credit program to program, which has led to several critics alleging dual credit programs water down college curriculum and detract from the value of a college degree. These claims are known by college faculty who either look down on the high school teachers teaching college courses on high school campuses, develop a bias towards dual credit students on the college campus, or advocate for dual credit programs and students while searching for ways to improve dual credit programs. This study explored high school dual credit teacher and community college full-time faculty perceptions toward dual credit students enrolled in an entry-level college English course. Using purposeful sampling, a qualitative research design, and phenomenology as a research method, individual interviews were conducted with four dual credit high school teachers at four separate high schools and four college professors at a community college partnered with those high schools. Coding of the interviews revealed 36 individual codes that created four themes: (a) the role of the teacher: pedagogy versus content expert, (b) serving marginalized students, (c) student immaturity, and (d) non-existent professional development for dual credit teachers. The results of this study suggested although high school dual credit teachers and college professors share similar goals and expectations of dual credit students, but dual credit high school teachers viewed dual credit students through different lenses in regard to academic readiness and maturity compared to the college professors. Participants, both high school teachers and college professors, agreed dual credit programs are beneficial for marginalized students, but there were differing opinions between the high school teachers and college professors about the extent of these benefits. Both the high school teachers and college professors noted professional development for dual credit teachers is non-existent and they agreed on their ideas of what should be included in dual credit professional development to help them better meet the needs of their dual credit students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]