There is some evidence that positive academic outcomes in high school and college are related to dual enrollment participation for middle- and even low-achieving students. But the reality is that most dual enrollment programs are intended for students with at least some basic level of college academic skills, as they require students to meet entry or college-readiness standards. Given this reality, should dual enrollment be really viewed as an intervention that boosts students' academic skills? Why work to improve the academic proficiency of students who are already, at least by some measures, proficient? There is a more compelling explanation for the importance and potential of dual enrollment. Creating an overarching framework that explains why dual enrollment programs can contribute to college preparation, broadly defined, can help focus expectations and articulate to policy-makers why this intervention is an important strategy for increasing college success rates. This article provides a theoretical framework through which to understand the experiences of dual enrollment students. Through anticipatory socialization and role rehearsal, participants "try out" the role of college student and develop the skills necessary for future postsecondary success.