Early college high schools (ECHS) have contributed to the increased number of Black students earning associate degrees. However, data show that students considered college and career-ready upon entering the ECHS/dual enrollment program are underperforming in college classes, hindering their acceptance into higher education institutions and bachelor's degree attainment. This qualitative exploratory study aimed to understand the academic and social practices teachers used to support Black students in college classes and to see if additional resources were needed. Tinto's student integration theory examined the connection between social and academic integration and student retention. Data were collected through semi-structured interviews with seven ECHS/dual enrollment teachers with varying subject area expertise. Interview data were transcribed, coded, and analyzed using the NVivo software. Findings suggest that participants provide various academic and social supports to help Black students in college classes. Participants also understand that building strong relationships and creating positive classroom environments enhance student engagement, leading to positive learning outcomes. Participants' responses indicated a need for professional development in college readiness indicators, explicitly focusing on understanding cognitive strategies, academic behaviors, and contextual skills and awareness. Therefore, based on the research findings, a 3-day professional development workshop was created. Positive social change might occur if Black student success in college classes is improved, thereby increasing Black students' GPA in college classes, leading to bachelor's degree attainment. [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.]