Dual-enrollment programs are a fixture in American secondary education and allow high school students the opportunity to receive college credits while attending high school. However, whether the location of a dual-enrollment course encourages college persistence is not fully understood. Student Integration Theory and Psychological Theory are applied to various modes of dual-enrollment course delivery. The "College Persistence Questionnaire" ("CPQ") measured college persistence of 101 dual-enrolled high school students taking college courses at either a high school or at a community college. An ANOVA revealed a significant difference (p < 0.01) in college persistence based on course location with students taking courses on the college campus having higher persistence. The researchers concluded that location of a dual enrollment course is a significant factor when evaluating college persistence. Implications for practice are offered.