The purpose of this Explanatory Mixed Methods study was to investigate the impact of dual enrollment and mentoring programs on college readiness, retention, and graduation. The current study focused on Point Park University's College Now dual enrollment and mentoring program and the impact on past participants. Furthermore, two phase quan-qual mixed methods designed (Creswell, 2008) was used to conduct the current study. In the first quantitative phase of the research design, 49 past College Now participants were surveyed using the College Now Program Research Survey. Past participants were surveyed based on their experiences taking courses at Point Park University through the College Now program and their experiences with the mentoring portion of the College Now program. In the second qualitative phase of the research designed, 5 participants were purposely chosen from the first sample of past participants to complete qualitative interviews. An ANOVA was conducted in the first phase of the research design to determine the statistical significance between components of the College Now program such as mentoring, college preparation and transition, academic self-efficacy, and academic support on education attainment of past participants. The results revealed that the components of the College Now program were programmatically significant. The qualitative interviews were transcribed, coded, and analyzed. In the results of the qualitative interview each participant expressed feeling like the College Now program positively contributed to college preparation and transition, academic self-efficacy, and academic support. [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.]