Dual credit coursework continues to rise in popularity across the United States. Dual credit coursework can be broken into two categories: Career technical education and transfer education. Each category offers students a different experience while earning college credits before graduating from high school. This study aims to determine if there is a difference in the community college success rates of first-semester GPA, year-one to year-two persistence, and three-year graduation based on the type and number of dual credits a student earns. The data for this project was collected from a large midwestern community college outside of Chicago, utilizing 4,780 students from the high school graduating classes of 2016, 2017, and 2018. A quantitative study utilizing an ANOVA, multiple regression, chi-square tests, and binary linear regressions was conducted. The models resulted in significant results, showing students who pursued dual credit had higher success rates than those without dual credits. Further, students who take a combination of CTE and transfer coursework had higher success rates than those with just CTE credits. Finally, students with only transfer coursework had higher persistence and graduation rates than those with only CTE credits. Additionally, demographic information was analyzed finding that Black or African American, Hispanic or Latino, and multiracial students underperformed White students. The results of this study can inform stakeholders on how to better support CTE students and underrepresented students to close the success gaps observed. Ideally, interventions encouraging CTE students to also pursue transfer credit while in high school would decrease the need for remediation and increase their college success rates. [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.]