This document represents the first in a series of design briefs on models for early college high schools. The briefs focus on the academic and organizational design of the college component and tie those key features to a sustainable financing model. By engaging students in up to two years of demanding college-level work while still in high school, early college high schools are testing a powerful strategy for closing the achievement gap and "doubling the numbers" of low-income youth earning a college degree. But, as pioneers of a new educational approach designed to blend high school and college into an advanced program of study accessible to all students, these schools and their college partners are venturing into largely uncharted waters. This brief examines how one early college charter high school, the California Academy for Liberal Studies, and its college partner, Los Angeles Trade-Technical College, are addressing a critical design challenge facing early college high school developers: how to structure and finance an integrated sequence of college study in which students earn up to two years of transferable college credit. The key features of the college component of the school's design are described, along with the educational and financial rationale and the budget and financing plan. The strengths of the design include how it prepares and supports students who enter school with limited academic skills and English language proficiency to succeed in college classes and how it capitalizes on opportunities and neutralizes obstacles in the policy and funding environment in California. Though early in the implementation stages, the early college high school design developed by the California Academy for Liberal Studies (CALS) and Los Angeles Trade-Technical College (LATTC) offers an instructive model, not only for early college school developers operating in California but for all school developers who are striving to make a rigorous, college-level course of study accessible to all students, regardless of their incoming academic skill levels. (Contains 2 charts, 1 table, and 7 endnotes.) [This design brief was produced by the Early College High School Initiative, a project coordinated by Jobs for the Future, in partnership with the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Ford Foundation, the W.K. Kellogg Foundation, and additional funders.]