Purpose: This study aimed to explore the perceptions of former dual credit students and the phenomenon that surrounds the barriers to dual credit success and retention. The participants for this study were purposefully selected from the population of students that were previously enrolled in a dual credit program. Methodology: This phenomenological study included the researcher using qualitative methodology; this study allowed participants to share their perceptions and ideas from their personal experiences. A total of 27 participants consented to participate in the study, and most of the participants responded to each question on the survey. All participants completed the survey via the online platform SurveyMonkey. Findings: The research questions that were used to guide this study developed the following themes as a result of participants' responses to the online SurveyMonkey, which included: Supports of College, Limited Family Supports, Limited Available Degree Plans, Enrollment Decisions, Small Class Sizes, Financial Savings, Student Achievement, Staff and Faculty, Outside Support Systems, Overall Experience, Program Influence, Altered Perceptions of College, and Academic Preparation. All 14 themes were identified by completion of the survey, and the researcher identified both supports and barriers of the dual credit program based on participants' experiences. Conclusion / Implications: The responses from the participants of this study allowed the researcher to identify 14 themes; however, the results of the study connected to students' intrinsic and extrinsic motivation for a means of student success and retention. Although students participating in dual credit programs are considered college ready, this term does not automate student success or retention towards completing an associate's degree. The researcher hopes the findings of this study serve as an aid in the further development of dual credit programs and available support for both secondary and post-secondary institutions. [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.]