The purpose of this case study was to examine through a constructivist lens, the learning, support, and outcomes of Black students participating in dual enrollment programs in North Texas. The findings for this study may be relevant for high schools, community colleges, and universities who collaborate to offer dual enrollment programming to Black students or who aim to improve the learning experiences and outcomes for Black students participating in dual enrollment programs. As part of my study, I conducted interviews and focus groups with Black students who have participated in dual enrollment programs in the North Texas area, as well with parents, faculty, and administrators from both the high school and community college. I determined that dual enrollment programs seeking to facilitate positive learning experiences and successful outcomes for Black students must design and implement programming with intentional strategies, infrastructures, and supports that center on a variety of social, emotional, socioeconomic, and cultural perspectives and needs of the Black community—a population that has been historically underrepresented and marginalized in academic spaces. The findings of my study can be adapted to other areas across the country that serve Black students through dual enrollment programs. I found that incorporation of completion pathways, authentic family engagement, holistic, case-managed advising, strategic partnerships to adequate dual enrollment talent pipelines; intentional hiring practices; and advocacy for adequate funding are some of the adaptable strategies that can be drawn upon by dual enrollment programs serving Black students in other regions.