This qualitative instrumental multicase study described and explored dual enrollment policies in three states: Colorado, Indiana, and Virginia. Student outcomes from dual enrollment participation are positive, yet access to these programs is uneven within and across states. Colorado, Indiana, and Virginia have similar educational governance structures, and each has received attention from national organizations due to positive aspects of their dual enrollment policies. This research included both documents and interviews as data, and integrated a policy lens, differentiating it from the current scholarly literature investigating dual enrollment. Participants included key stakeholders representing relevant state agencies in each state. Incorporating a policy process framework, strategies for conducting policy-relevant research, and an adapted document analysis tool contributed to the research methods. This multicase study included attention to each case followed by cross-case analysis. Four global themes emerged: policy, finances, people, and data reporting. Variations within and between states were explored to better understand what contributed to or inhibited dual enrollment opportunities. As an instrumental study, recommendations to help stakeholders and policymakers seeking to leverage dual enrollment policies to support and improve higher education access and college attainment are to establish clear and directive policies, dedicate finances, value and support the people engaged in the work, and prioritize disaggregated data reporting. [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.]