This was a mixed method, Action Research study addressing the foundational research question: What can Education Forward Academy (EFA) (pseudonym) do to improve equity in the College Credit Plus (CCP) Program (also known as Dual Enrollment or Dual Credit)? To answer this question, both quantitative and qualitative sub-questions were explored. The theoretical framework for this study is the critical, postmodern lens. The case study school, EFA, is an urban charter school in the Midwest with approximately 2,000 students who primarily self-identify as Black. A brief, 45 question survey was offered to all EFA high school students. Major quantitative findings from the survey regarding research sub-questions were: Research Question #1: Does EFA students' sense of belonging correlate with interest in attending college? Yes, Pearson's correlation was statistically significant. Research Question #2: Does a sense of belonging correlate with student confidence to obtain a degree? Yes, the data did support a correlation between. There is a direct effect of sense of belonging on academic confidence. Research Question #3: Does sense of belonging predict perception of college and curriculum relevance through confidence? Yes, the data did support a correlation between sense of belonging and perception of college relevance through confidence. Research Question #4: In a serial mediation model, does student sense of belonging predict interest in college enrollment/attendance through confidence and perception of college as relevant? Yes, the data did support a correlation between sense of belonging and interest in college attendance as mediated through confidence and perceptions of relevancy. Major qualitative findings from interviews and the focus group lead to the development of seven thematic action plans. Because the problem of practice is complex, the potential solutions are likewise complex and multifaceted. Although the action plans are separated for ease of use, some interweaving and overlap of plans is inherent. The seven action plans are: 1. Organization and Community Interaction Action Plan 2. Socio-Emotional Action Plan 3. Logistical Organizational Action Plan 4. Academic Action Plan 5. Relevancy and Practicality Action Plan 6. Faculty Action Plan 7. Personal Action Plan with Scholarly Reflection. I also created infographics corresponding to each action plan to visually summarize the specific action steps for each plan. The infographics are in the appendices of chapter three. This study underscores the usefulness of mixed methods action research because different methods yielded both complementing and unique findings. This study both synthesizes and adds to College Credit Plus literature. The study supports Tinto's writing (2006-7; 2017) about student retention theories, especially the importance of student sense of belonging, confidence, and perceptions of the curriculum. The study adds to Strayhorn et al.'s (2015) writing, expanding on the connections between student confidence, sense of belonging, and college enrollment. The study finds actionable steps to employ theories by Gandhi (through Ghosh, 2019) and Freire (1998). However, perhaps the most important contribution is the addition of participant voices in their own words, directly quoted and with context to reduce researcher filtration. Still, there is a lot more work to be done and cyclical, iterative research is needed with ample and diverse stakeholder input. [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.]