In the last five decades, many universities and states across the nation have turned to dual enrollment programs as a solution to encourage transitions to college after high school (Miller et al., 2017). Research has shown that dual enrollment courses have contributed to positive outcomes for students including increased college enrollment, completion, higher college grades, and preparedness for college expectations. Using a series of Kruskal-Wallis tests, this researcher evaluated the relationship between the dual enrollment instructional delivery setting--online, at the college campus, or on the high school campus--and the performance of African American and Hispanic students in English 1301 and History 1301 dual enrollment courses for the 2016-2017 school year. Data were extracted from a sample of over 70,000 entries (A-D) from students who completed dual enrollment courses at an urban community college which supports several school districts across a large metropolitan area. The purpose of the study was to investigate whether the location of the dual enrollment course had a statistically significant relationship with the academic achievement of African American and Hispanic students in dual enrollment English and History. The results of the study would suggest that both African American and Hispanic students tend to perform better in English 1301 and History 1301 at the high school instructional setting than the college setting. The results of the study also suggest Hispanic students specifically would also perform better in English 1301 and History 1301 in the online setting v. the college setting. Although these statistically significant results existed for African American and Hispanic students, a pairwise comparison with adjusted p-values showed minimal practical significance to the results. [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.]