Over the last two decades, dual credit programs have emerged as viable pathways to postsecondary completion. Despite their potential, these programs remain largely untapped by high school students and their families who experience historical and ongoing educational injustices. This study explores the racialized organizational dynamics at a rural high school that influence the distribution of dual credit information and resources and their implications for Latinx (im)migrant farmworker families. Using a qualitative research design grounded in Chicana feminist epistemology, this research investigates the extent to which these dynamics shape access for families, how families navigate institutional barriers, and the strategies they propose to improve equity in accessing dual credit opportunities. The study draws on theories of racialized organizations (Ray, 2019) and LatCrit in education (Ladson-Billings & Tate, 1995; Solorzano & Yosso, 2001), and employs multiple qualitative methods to gather data. The findings highlight how organizational practices and ideologies perpetuate inequities in dual credit access and underscore the experiential knowledge of families as starting points for change-making. [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.]