Dual Enrollment (DE) or Dual Credit (DC) programs have become increasingly prevalent at both the high school and college settings. These programs enable students to earn both high school and college credit and get a head start on their college education. Additionally, students in these programs must take university core curriculum courses to fulfill their college education requirements. A course that several students take is Introductory to Biology, a STEM (Science, Technology, Engineering, and Mathematics) course. This course is an introductory science course and may present a challenge for students in that there is a large quantity of material discussed. Moreover, students must adapt to new study strategies excel in the course. Moreover, educational administrators or school leaders, administrators or principals must consider student performance and therefore must look at location and student performance to better improve student outcomes. Scant studies look at school leaders' perception on science dual enrollment courses. Moreover, administrators must have systems in place to promote high quality instruction and student success in dual enrollment courses. This study will look at students taking introductory biology courses and their performance at both the high school and non-high school locations (i.e. college environment) in Texas using the Mann-Whitney U statistical test. In addition, this study will provide recommendations to high school leaders such as administrators and principals regarding location and student outcomes for students in dual enrollment biology courses to ensure high quality instruction and student achievement are in place.