Early College High Schools are a model that combines high school and college to accelerate postsecondary degree and credential attainment. This program model was also created to address equity gaps for underrepresented student populations in higher education. The early college high school model is designed to combine dual credit courses with support services and interventions to cultivate environments where students can be successful. This study used a mixed methods approach to explore the experiences and academic outcomes of early college high school students. Specifically, the relationship between participation in a student support intervention and student academic achievement was explored. This was done by evaluating student support interventions and academic achievement in a college level course. Further, student perceptions of self-efficacy and resilience were examined through survey comprised of open-ended questions. The results indicated there was not a statistically significant difference in academic achievement in students that had or did not have academic interventions. However, students' qualitative feedback indicated they valued academic intervention and support and believe it positively impacts their experience in early college high school programs. Understanding the experiences of early college high school students provides valuable insights for community college administrators as future services are designed to support this student population. [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.]