Dual enrollment is now a nation-wide phenomenon as all 50 states currently offer some form of dual-enrollment program to secondary-school students (Karp, Bailey, Hughes, and Fermin 2005). However, dual enrollment itself is often difficult to define as programs vary from school to school (Jordan, Cavalluzzo, and Corallo 2006). Therefore, language educators at both the high school and postsecondary levels may be hesitant to participate in such programs. This article encourages educators in world languages to consider participating in dual-enrollment programs by defining dual enrollment, reviewing the relevant literature, and discussing the history of world languages in dual enrollment. Beyond that, we provide a working model of a dual-enrollment course in Spanish, including a description of the teachers' partnership, project administration, and project outcomes. The article concludes with suggestions for language educators interested in participating in dual-enrollment programs.