Concurrent enrollment--defined as high school students enrolling in college coursework--is increasingly being used as strategy to improve the college readiness levels of underrepresented students and to reduce disparities in college-going rates. States have developed policy and analyzed data to evaluate the practice of concurrent enrollment. This study focuses on the extent to which CE is a viable pathway to postsecondary attainment, particularly for underrepresented groups. Using data from the California Community College Chancellor's Office that span the 2002-2003 through 2006-2007 academic years, I analyze trends in concurrent enrollment participation and examine the college coursework experiences of students concurrently enrolled in a California Community College. To analyze participation trends, I describe the degree to which California high school students participate in concurrent enrollment, the race/ethnicity and gender of students, and the characteristics of their high schools. To examine the college coursework experiences, I discuss the number of courses students take and number of credits students earn in addition to the types of courses in which they enroll. I then disaggregate these analyses by race/ethnicity and use regression models to analyze the likelihood of students enrolling in college courses that lead to a college degree and to examine the grades students are likely to earn in those courses. Findings from this analysis provide a foundation to understanding how concurrent enrollment functions in California. Such knowledge is essential in developing state policy dedicated to the use of concurrent enrollment as a strategy to help increase the rates at which underrepresented minority students pursue a postsecondary education. [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.]