The purpose of this quantitative study was to track, compare, and analyze the college readiness of two cohorts of Hispanic English Language Learners (ELLs) by examining scores on state exit-level and national college entrance exams. One cohort was enrolled in the early-exit Transitional Bilingual Education (TBE) program, while the other cohort was enrolled in the two-way Dual Language Education (DLE) program. The college readiness of the participants was measured by analyzing their academic performance on the (1) Texas Assessment of Knowledge and Skills (TAKS) Mathematics exit-level examination, (2) TAKS Reading exit-level examination, and (3) the American College Test (ACT). Descriptive and inferential statistics were run on the collected data. The results of the inferential statistics showed a statistically significant difference between the two comparison groups in the TAKS exit-level Mathematics and Reading examinations. The descriptive statistics support the inferential statistics. Based on the recommended scores of the Texas Higher Education Coordinating Board (THECB), the results revealed that the DLE participants had a 27.38% higher probability of sustaining themselves in college level reading/English classes and a 30.52% higher probability of sustaining themselves academically in college mathematics courses than the TBE group. The results of the inferential statistics on the ACT examination also found a statistically significant difference between the two comparison groups for all components of the exam. The descriptive statistics complement the inferential statistics. The results show that the DLE participants had a higher probability to be academically successful in mathematics (15.2%), science, (29.6%), reading (41%), and English (50.3%) college level courses by using the recommended ACT scores outlined in the Texas Uniform Admission Policy (TUAP) (Texas Education Code § 51.803, 2011) to gauge the ELLs' college readiness. Over all, the results of this study support the conclusion that the DLE program participants in this study are better prepared academically than those that were educated through the TBE program. The findings of this study provide insightful information to administrators who make decisions on bilingual program implementation, classroom teachers who deliver instruction to ELLs, college administrators and recruiters seeking to recruit students who already possess the academic skills to be successful in college, and the faculty who work with ELLs in institutions of higher education. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]