The United States workplace requires increased levels of postsecondary education to support workforce development for an economy driven by technology, automation and global competition. By 2018, 63 % of new jobs created will require postsecondary education (Carnevale, Smith, & Strohl, 2010). Currently, one in four graduates earns a bachelor's degree in six years, and one in three earns an associate degree within three years (NCHEMS, 2012). To fill this knowledge and skills gap, high schools must encourage and prepare college/career ready students to enter postsecondary education. The purpose of this study was to describe the construct of college and career readiness from the perspective of technical college graduates. This study examined whether or not technical college graduates believed their personal high school experiences effectively prepared them for academic success and career focus upon entering technical college. College and career readiness is defined as desirable characteristics including knowledge, skills, abilities, academic outcomes, and personal resources possessed by graduating high school seniors that enable success in postsecondary and career pursuits (AYPF, 2009). This study described the impact of high school experiences such as academic and personal relationships with high school staff, personal disposition toward school, and value of dual enrollment coursework related to student perceptions of college and career readiness. This mixed method, convergent parallel design study, simultaneously collected quantitative and qualitative data. The population (N = 36) consisted of May 2012 technical college graduates who were alumni of a Midwestern K-12 school district. Quantitative data were collected through document review and a student survey on perceptions of college and career readiness. A focus group, consisting of five technical college graduates selected from survey participants, provided insight into personal perceptions on college/career readiness. The findings suggested that academic achievement by itself is not enough to qualify a student as college/career ready for postsecondary education. Participants identified the positives of faculty relationships but suggested better support by acquiring further knowledge of multiple postsecondary pathways to student success. Finally, this study suggested that students undervalued dual enrollment courses. Ways to implement and promotion of dual enrollment programs is suggested. [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.]