Universities typically offer undergraduate courses that give credit toward both an undergraduate and a graduate degree. Since these courses are attended by both graduate and undergraduate students, faculty have to meet the needs of both types of students within the same course. Because these dual-listed courses typically have a greater number of undergraduate students, the purpose of this qualitative study was to identify strategies instructors are currently using to meet the needs of graduate students within the context of an undergraduate class that offers graduate credit. Instructors from the midwestern United States who self-identified as having taught dual-listed courses were surveyed and the results fit into the following three themes: a) faculty perceptions of graduate students' distinct needs; b) additional efforts by the instructors to meet the needs of graduate students; and c) additional course requirements for the graduate students.