Dual credit programs have become increasingly popular with 71% U.S. public high schools offering dual credit courses in 2002-2003. As this popularity has grown, so have concerns regarding academic rigor, course quality, parity with college courses, and effects on higher education. Determining actual dual credit course equivalent in higher education has also been problematic for many universities. To best address this problem, the University of Idaho College of Agricultural and Life Sciences (ICALS) partnered with the Idaho Vocational Agriculture Teachers' Association and Idaho Division of Professional Technical Education to design a dual credit program based on nationally identified strengths of quality programs. The creation process embraced Constructivist Leadership practices with the goal of maintaining quality instruction and rigorous content throughout the program. Courses were also aligned with state and national pathways, or a specific sequence from secondary to post secondary education, to clarify college course equivalency. Seven courses were developed and offered during the 2008-2009 school year and 156 students earned 307 credits. This quantitative study was designed to identify high school student dual credit course participants' perceptions, influencers, and preferences regarding: a) factors and individuals that affected their decision to take dual credit courses, b) which higher education institution they planned to attend, before and after the program, c) which academic college and major they planned to seek, and d) what information and individuals influenced enrollment decisions. The study results provided insights into dual credit programs and the relationship to: a) student gender, b) the size of the students' high school, and c) whether the duel credit courses increased the probability of the student enrolling in the providing higher education institution. Findings of the study included: a) the secondary instructor had the greatest impact on student participation in the dual credit program, and b) gender and school size of the participant had little relationship to participation or perception of the program. Recommendations for further research included: a) annual replication of this study, b) study of the economic impact of dual credit programs on post secondary institutions, and c) impact of distance education technology on dual credit programs. [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.]