Participation in accelerated learning programs (defined in this study as Advanced Placement, Dual Enrollment, and International Baccalaureate) continues to expand across the US. As such, it is important to better our understanding of the relationship among these three programs concerning measures of student postsecondary achievement. Prior scholarly evidence of the influence of accelerated learning programs on postsecondary educational outcomes is generally favorable. On average, students that participate in these programs perform better academically, persist to graduation at higher rates, and graduate earlier when entering college with accelerated learning credit. However, concerns over small sample sizes and limited inclusion of important control variables in prior research have caused some to question the external validity and applicability of the findings across institution types. This dissertation utilizes an existing dataset from a large, high-demand, land-grant, research I institution to investigate whether the relationship between accelerated learning credits earned and time to degree holds in this specific environment. I use multiple regression and multinomial logistic regression to explore the relationship between graduation and time to degree and the three types of accelerated learning programs, including joint participation in more than one program. The collective findings paint a clear and compelling portrait of the usage and applicability of accelerated learning credit at this particular institution. Holding all other variables equal, having any of the three types of accelerated learning credit is associated with a decrease in time to degree. However, when interpreting the results for each explanatory variable with an eye toward practical application, most findings do not amount to early graduation. Results indicate that entering college with accelerated learning credit is associated with a reduction in time to degree of less than one semester. A less than one semester reduction in time to degree does not amount to time or cost savings. Findings also suggest that entering college with accelerated learning credit is associated with an increase probability in graduating in four years and a decrease in probability of graduating in more than four years. It can be said that accelerated learning programs are most closely associated with on-time graduation, rather than early graduation. [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.]