Existing research has suggested numerous advantages of dual enrollment, which allows high school students to concurrently earn high school and college credit through enrollment in a single course, including an increased likelihood of high school to college transitions and stronger postsecondary outcomes such as a reduced time to degree completion. As dual enrollment offerings have grown across the nation, research has pointed to disparities in participation by race and high school geographic location. Scholars have called for equity-minded inquiry toward policy and practice supportive of dual enrollment access. Situated within a midwestern state, my mixed methods dissertation research leveraged longitudinal administrative data, participant interviews, and document analysis to formulate meta-inferences detailing racial (in)equity in two-year college dual enrollment access. My quantitative findings revealed that disparities in dual enrollment participation exist by race, geographic location within suburban communities, and their intersection. My qualitative findings further revealed that dual enrollment practitioners laud dual enrollment as a mechanism to advance upward social mobility; yet there are inconsistent dual enrollment policies and practices across the state's dual enrollment partners which might shape differences in dual enrollment access. These policies and practices include a(n) (non)existent institutional commitment to racial equity that guides dual enrollment operations, forming articulated dual enrollment pathways as a roadmap to upward social mobility, and a (non)systematic approach to building awareness of dual enrollment among underrepresented Students of Color. These interlacing findings illuminate racial (in)equity in dual enrollment access by revealing disparities in participation and casting light on the policy and practice which molds the environment students must navigate. [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.]