This Education Leadership Portfolio (ELP) examines Delaware Technical Community College's new dual enrollment pilot program: the Dual Enrollment Corequisite High School Program (DUL/Coreq HS Program). As Delaware Tech offered too few specific college readiness supports for middle achieving students (MAS) in high school, a new initiative, the DUL/Coreq HS Program was designed to reduce this opportunity gap. The goal of this ELP was to evaluate the pilot for this program which integrated a corequisite developmental support course into the traditional dual enrollment program. The specific improvement goal of this ELP was to produce data that identifies strengths and opportunities for improvement in the DUL/Coreq HS Program in order to establish and enhance the evaluation process for ongoing data collection and assessment of the program. To conduct an initial evaluation of the DUL/Coreq HS Program, I conducted a comprehensive literature review and created a study utilizing a non-experimental, mixed-methods design. I also used logic modeling, an evaluation matrix, and an objectives-oriented, theory-based approach to examine the program's implementation as well as short-term objectives, intermediate objectives, and long-term goals. This process included conducting interviews, moderating a focus group, administering a survey, and reviewing program data. Findings from the evaluation indicate that the DUL/Coreq HS Program is providing access to college readiness opportunities that were not previously available to MAS, and that the integrated developmental support course is enabling MAS to pass college-level courses and to increase college readiness and feelings of college preparedness. Participants in the pilot program reported appreciation for the curriculum, the support of their instructors, and the opportunity to earn college credits while in high school. Opportunities for the DUL/Coreq HS Program were also identified and recommendations are presented in this ELP in four categories: communication and recruiting, scheduling and support, improved data collection, and tracking. First, improvements are needed in communication and recruiting as improved communication and recruiting could result in higher enrollment and participation for MAS. Second, as the developmental support course requires additional class time, Delaware Tech should work with DUL schools to address scheduling concerns by offering alternatives such as using a study hall period or offering support online. I also recommend that Delaware Tech offer programs, services, or information sessions to encourage family support for MAS. Third, there is an ongoing need for continued evaluation and assessment. Enhancements to the evaluation process should include the implementation of an embedded evaluation process which will allow for the identification of issues during the program rather that after. Finally, to the extent possible, Delaware Tech should continue to track the performance of students who participate in the DUL/Coreq HS Program. By tracking continued performance, Delaware Tech can measure the degree to which the DUL/Coreq HS Program prepares students for long term college success and the extent to which these students complete a college degree. [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.]