Abstract
California’s Vision 2030 initiative has fueled the expansion of dual enrollment programs to enhance college readiness, accelerate completion, and close equity gaps for historically marginalized students. This qualitative case study examined how two community colleges and their K-12 district partners have adapted and sustained dual enrollment amid changing policy mandates. Grounded in the transformative leadership framework, the study explored how stakeholders navigate the complexities of program development, focusing on access, equity, and collaboration. Data were collected from 13 participants, including administrators, faculty, counselors, and K-12 leaders, through interviews and document review. Thematic analysis revealed five key domains: Program Evolution, Student and Faculty Readiness, Operational Barriers, Institutional Support, and Cross-Institutional Collaboration. Challenges identified include staffing shortages, instructional misalignment, limited support for underprepared students, and fragmented communication across sectors. This study emphasized the need for future research on student outcomes and faculty credentialing innovations to scale and sustain equitable dual enrollment opportunities. As dual enrollment continues to evolve statewide, the research underscores the need for future studies that explore longitudinal student outcomes and innovations in faculty credentialing that can scale and sustain inclusive program growth.