"An Analysis of Factors Influencing the Success of Dual-Enrollment Students Through the Perspectives of Faculty and Counselors" is a qualitative study. Dual enrollment has increased enrollment by offering opportunities to a broader audience. However, portions of this broader audience may be unprepared to face the challenges of being dual-enrollment students. A lack of preparation could cause increased anxiety, feelings of inadequacy, and failure to complete classes. This qualitative case study explored the perceptions and practices of counselors and teachers who staffed a dual-enrollment program at a Texas community college. In particular, it sought to understand the collective impact of community college teachers and counselors in assisting high school students in completing dual or concurrent college-level credits. Faculty and counselors provided viewpoints on the challenges and successes of working with dual-enrollment students. Robertson's (2000) professor-as-teacher developmental model was the theoretical framework used to study the experiences and perspectives of dual-enrollment teachers and counselors, focusing on the contradictions that academicians face in the educational environment. This study had eight participants: five professors and three counselors. The increase in working intentionally together as faculty and counselors could provide an increase in productivity for dual students. [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.]