The application of educational equity has increasingly become a topic of discussion in the American higher education systems; thus, affecting so many of our key stakeholders and institutions. Educational research has addressed the need for educational equity in a plethora of ways. An in-depth analysis of strategies, and methodologies may prove more effective than others. College access programming is a successful tool, proven to assist students to successfully navigate the transition from high school to college. Dual enrollment programming is a positive predictor for college access and post-secondary credentials. The purpose of this qualitative narrative study examines how Black students perceive the experience of participating in a dual enrollment program at a predominately black institution. Findings suggest the role of a dual enrollment student is impacted by school and program choice. Dual enrollment participants described the experiences of accessing and navigating dual enrollment, understanding a sense of belonging on a college campus, in addition to making meaning of the experiences related to college retention and success, because of being a dual enrollment student. The findings support Tinto's (1993) Retention Theory which focuses on student departure, self-efficacy, and sense of belonging. Similarly, this supports Strayhorn's (2012) Sense of Belonging Theory. Under the Sense of Belonging theory, emphasis is placed on an individual's sense of identification or positioning in relation to a group or to the college community, which may yield an effective response. Additional findings reveal dual enrollment students described their experiences of being Black and continually persisting through the partnering predominantly Black institution. Student participants credit the experience of the dual enrollment program as a successful framework for enrolling into college. Participants enrolled into the college of their choice and continued their journey of achieving successful outcomes of a post-secondary credential. Students want to learn, do well and feel accepted amongst their peers, and within academic settings. The study underscores the importance of amplifying the voices of Black dual enrollment students, and restorying their experiences, from a lens of post-secondary success. [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.]