Amidst the tapestry of public education lie the stories of early college high school (ECHS) students, students with valuable insights into the transformative nature of juggling secondary and postsecondary education. Their experiences are somewhat unknown to the education community at large. ECHS programs are designed to bridge the gap between high school and postsecondary education, especially in underserved student communities with opportunities otherwise out of their reach. The extent to which ECHS truly prepares students for the rigors of postsecondary education remains unclear. This narrative study explores the lived experiences of ECHS students, aiming to uncover the impact of their ECHS education on their transition to postsecondary education. This study utilizes transformative learning theory to examine how the ECHS curriculum, pedagogy, and environment contribute to a student's academic growth. Throughout the narrative interviews with ECHS students, the research shines a light on how ECHS cultivated its student's critical reflection, self-awareness, and college readiness. This study aims to inform future developments, refinements, and expansion of ECHS programs wherever possible. [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.]