The role of leadership in education is to serve the student's best interest in preparation for a rewarding career and life. Accordingly, this study presented the perceptions of Institution of Higher Education (IHE) faculty regarding the roles and responsibilities of faculty, administrators, and students in achieving program success. The study was designed to reveal, through research participant perceptions, "best practices" or potential program modifications that would provide the highest leverage in bringing about desired learning outcomes for students. Consequently, a purposeful sample of IHE faculty was selected within the dual credit partnership of one large community college in Texas. The researcher/analyst logged semi-structured face-to-face and virtual interview transcripts on MAXQDA (software, vol. 2; 2008), and codes were assigned (e.g., words or short phrases) to symbolically capture the essence or evocative attribute of the specific passage in the transcript text. From the codes, the researcher/analyst looked for repetitive patterns or occurrences of action because these patterns demonstrated trustworthy evidence of habits, prominence, and significance in people's daily lives (Saldana, 2021). Consequently, the study participants expressed various contradictory concerns and challenges that complicated their responsibility to implement quality dual credit coursework. Specifically, their frustrations centered on their duty to impart college-level pedagogy while complying with the expectations of the Independent School District (ISD) high school administrators, as evidenced in the following overarching themes: Theme One: Absence of Shared Governance - An absence of structure in the decision-making process. Theme Two: Student Autonomy and Empowerment - Students should be allowed to choose their CTE program. Theme Three: Institutional Standards/Quality Assurance - Faculty should have the freedom to determine what and how to teach. Theme Four: Student Counseling/Academic Preparedness--Students would be better served by appropriate counseling and confirmation of their academic readiness. Theme Five: Institutional Systemic Constraints - Disagreement between faculty and administrators, institution turnover, and uncertainty. Theme Six: Educational Pedagogy/Learning Environment -- Faculty as subject matter experts should create an effective learning environment. Theme Seven: Systematic Program Strategy Assessment -- Build a systematic assessment of program efficacy to foster continuous program improvement. This study, while not generalizable (i.e., one Texas location and a small sample size), revealed the need for system-wide investigation and changes in the ISD and IHE partnership to ensure successful CTE dual credit programs across the State of Texas. As Garcia et al. (2019) posit, research benefits are to inform program decision-makers and policymakers. [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.]