This hermeneutic phenomenological study aimed to explore the experiences of community college professors working with dual-credit high school students in northern Texas. Vygotsky's sociocultural theory guided the study to delve into the professors' experiences working with dual-credit high school students. The central research question of this study was what are community college professors' experiences working with dual credit high school students? The study included 11 community college professors with at least one year of experience teaching dual credit. Data was collected through individual interviews, focus groups, and letter-writing prompts. Data analysis involved transcribing the individual and focus group interviews, identifying and grouping themes, and constructing a narrative capturing the essence of community college professors' experiences working with dual-credit high school students. The study unveiled key insights into educators' challenges and pedagogical strategies in dual credit teaching, identifying four main themes: teaching challenges, student preparedness assessment, pedagogical adjustments, and support systems. Also, professors stressed evaluating student readiness and adapting teaching methods, advocating for better support, communication, and transition programs for dual credit students. The research advocates for a reevaluation of dual credit programs, stressing collaboration and support to improve the transition from high school to college. It significantly advances understanding of dual credit education, suggesting ways to enhance program quality and effectiveness for both teachers and students. [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.]