The purpose of this study was to assess the impact of acceleration (dual enrollment) on college graduation. Over 9,200 student records from 1996 to 2006 at North Iowa Area Community College were analyzed in a logistics regression model. Holding all other independent variables constant the odds that an accelerated student graduates compared to a non-accelerated student is 1.61 times (about 61% greater than) the odds of a non-accelerated student graduating. Acceleration improves graduation probabilities (total effects) and marginal effects for students across entire quartile ranges. For accelerated upper quartile females their estimated graduation probability is nearly 78%. Male student outcomes do not equal female graduation outcomes but acceleration improves male student graduation probabilities. The effect of other covariates (High School GPA, First Term Credits, First Term GPA and Gender) on college graduation is also examined. Policy implications are provided at the conclusion of the study. (Contains 8 tables, 2 graphs and 3 footnotes.)