This action research study investigated the effects of the attributes and characteristics of what works well in high school college campus models. High school college campus models have shown to be effective in enabling student learning and academic achievement. What was missing from the research were the noted effective practices that made this happen, understanding that these processes have the potential to enable these types of schools to serve students academically, emotionally, and socially while leveraging college access to raise student outcomes. The purpose of the study was to find sustainable processes for what works well for high school college campus future administrators in similar situations. A qualitative research paradigm was chosen for this study using interviews to gather in-depth insight from participants. An Appreciative Inquiry research design was employed. Ten school leader participants from various levels of administrative experiences participated in the interviews. The data gathered was used to determine emergent themes, key words, and phrases. The data analysis method used was an inductive analysis process. This study found evidence that suggests that there needs to be a willingness for the high school and college campus administrators to partner together in the decision-making process to ensure student achievement is kept in the forefront. Also, years of experience that the high school administrators on college campus high schools have plays a significant role in their execution of practices in the school, sustainable collaborations, and student achievement. [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.]