This study examined instructor qualifications for teaching dual enrollment students, college-level work. This research focused on Maryland dual enrollment programs that offered both high school and college credit to high school students for each college Associate of Arts and Associate of Science transfer course taken. One significant goal of dual enrollment programs is to improve pathways for a seamless transition from high school to college. To accomplish this goal and ensure the quality of dual credit instruction, faculty must be qualified to deliver a rigorous course of study equivalent to college-level work. Instructor qualifications also referred to as preparation or credentials, include education, experience or appropriate skills, and ongoing professional development. The findings revealed several issues related to instructor qualifications and evaluation. Specifically, instructor qualification policies were not consistently enforced for all faculty teaching dual enrollment classes. Additionally, dual enrollment faculty members are not evaluated by dual program coordinators. Preparation for teaching dual enrollment classes does not involve orientation or professional development specific to this special population. Assumptions that faculty can easily apply the same teaching techniques used for college students to all high school students entering their classes can prove contrary, influencing the quality of dual enrollment classes. Although instructors cannot be held responsible for the lack of knowledge and skills of high school students, they can facilitate student success by being made aware of and prepared to handle these academically diverse students. Research confirms the many benefits of earning college credit while in high school. With the proper qualifications, dual enrollment instructors have an opportunity to add value to the body of knowledge about early college learning and strengthen the skills of these high school students. Dual enrollment administrators play an important role in making sure that these instructors have the needed resources, ongoing training, and vehicles for communication and collaboration among high school and college constituents. This study emphasizes the importance of clarifying and enforcing instructor qualification policies that support quality, the transferability of dual enrollment course credits, and student success at the postsecondary level. [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.]