High school dual credit programs have risen to prominence in the last decade and seek to solve the critical issue of academic under-preparedness in graduating high school students. However, current research suggests that as the number of students participating in dual credit courses increases, dual credit pass rates decrease. This current quantitative correlational and causal comparative research study examined predictors of success in dual credit courses. The data collection was based on student data collected from 712 high school seniors who graduated in 2019, 2021, and 2022 from an urban high school in Tennessee. The results showed a strong and significant relationship between the four identified predictors of academic success (overall unweighted GPA, ACT score, grade level, and socioeconomic status). These results provide insight into predictors of success and failure in dual credit courses based on objective academic data. School districts can use this data to implement targeted support systems to better support students in dual credit courses. [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.]