Dual-enrollment offers high school students the opportunity to enroll in college courses instructed by college professors while they are still attending high school. Since 2015, the prevalence of dual-enrollment has been steadily rising (Smith et al., 2022). In California, the educational landscape has transformed from merely providing single classes to high schoolers to now enabling them to pursue an associate degree before completing high school (California Department of Education [CDE], n.d.). Additionally, there is a growing momentum towards extending dual-enrollment opportunities to junior high students, aiming to initiate them into the benefits of such programs at a younger age. In this qualitative case study, the researcher sought to comprehend the lived experiences of dual-enrollment students (n=16) as they went through the program and the experiences of dual-enrollment instructors (n=7) in teaching and applying the gained knowledge to better support them. The qualitative case study approach allowed the development of in-depth descriptions of high school students' experiences in dual-enrollment and instructors' experiences teaching dual-enrollment courses at VHS. The data collection involved two distinct sites: VHS students spanning grades 9 through 12 and instructors from North Mountain College teaching dual-enrollment courses. Specifically, the student sample was drawn from a single dual-enrollment program at VHS. Students were organized into two cohorts based on their grade levels, with eight participants selected from each cohort. To better understand the participants' lived experiences, it was necessary to find similarities and differences in their experiences to establish themes. The data was first analyzed separately, with each focus group or participant treated as their own case. Notes were made, and initial codes were identified while reading the instructors' transcribed interviews. The same process was conducted with the focus groups' transcribed interviews. These codes developed into themes that coincided with the interview themes. As a result, key discoveries from this research centered on the absence of relevant and relatable curricula being delivered by instructors in the classroom, thus failing to address students' needs adequately. This was translated as the need for culturally relevant teaching methods and cultivating strong student-teacher relationships. The outcomes of this study could help provide age-appropriate, high-quality, and culturally sustaining/responsive pedagogy in dual-enrollment courses. Further outcomes could impact professional development at community colleges. [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.]