Dual enrollment programs have been in existence for decades in public high schools in the United States. While there is literature on the academic impact of these programs with a focus on high school and college outcomes, there is a gap in the literature regarding what is known about students' experiences in dual enrollment programs that allow students to earn an associate's degree while in high school. The purpose of this qualitative phenomenological study was to explore how students experienced one such program in Pennsylvania. The central research question was: What are the lived experiences of students who graduated from Early College Academy (ECA) at a rural school district in Pennsylvania and transitioned to a four-year college regarding college readiness? The researcher conducted semi-structured interviews and collected demographic data from nine ECA graduates from the first three cohorts. The researcher also kept a researcher's journal for field notes and to mitigate bias. The data was analyzed to gain thick, rich descriptions of the participants' lived experiences. Three thematic findings emerged: 1) transition to college, 2) academic rigor and relevance, and 3) self-regulation and collaboration. The findings informed five results: 1) participating in ECA and being on the college campus in their junior and senior years made participants more knowledgeable about what to expect from college, 2) some of the intended time- and cost-saving benefits of ECA were frustrated by the complexity of advising and articulation, 3) participants were well-prepared for the rigor of their general education and liberal arts courses, but STEM majors were challenged, 4) ECA helped prepare students for diversity, and 5) ECA helped prepare students for self-regulation and collaboration. The researcher offers recommendations for the ECA program and for the state department of education. [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.]