Dual enrollment, which allows high school students to take college courses and earn college credits, is an important way to expand educational opportunities, improve economic mobility, and meet California's workforce needs (Education Commission of the States 2019). However, historically it has been accessible only to high-achieving students taking advanced academic coursework (US Department of Education 2019). Primarily driven by the College and Career Access Pathways (CCAP) programs established through Assembly Bill (AB) 288, dual enrollment in California has been expanded to students who have been underserved, including those who are at risk of dropping out or who struggle academically. Recent investments by the state through K-16 collaboratives, the Golden State Pathways Program, and the inclusion of $100 million to expand CCAP programs in the 2022-23 state budget reflect the momentum behind dual enrollment as a strategy to improve the pipeline into and through college. The researchers use qualitative and quantitative data to examine the role of CCAP dual enrollment in strengthening pathways to completion and transfer for students that have been underrepresented among California's college graduates, including Black, Latino, and first-generation college students. Specifically, using Chancellor's Office Management Information System (MIS) student-level data from all 115 colleges, this descriptive study explores medium-term college outcomes after AB 288 for the CCAP cohorts in the high school graduating classes of 2016 through 2020. [For the technical appendices, see ED631222. For the policy brief, see ED631223.]