This report seeks to inform state policy for increasing the supply of high school instructors who are qualified to teach in dual enrollment programs. First, a brief definition of dual enrollment is provided. Second, results are presented from a content analysis of state policies for dual enrollment instructor qualifications. Third, the faculty qualification policies of regional accreditation organizations are compared with a particular emphasis on the Higher Learning Commission and the Southern Association of Colleges and Schools. Fourth, several strategies are identified that aim to bolster graduate education programs and encourage teachers to complete relevant graduate coursework.