Proponents of programs such as dual enrollment that allow high school students to enroll in college-level courses often point to the reduction in time required to obtain college degrees, the increased likelihood of graduating from college, and the decrease in the number of students taking so-called remedial courses in college. But what do students miss when replacing high school classes with college coursework? Does skipping ahead and missing the writing and reading assignments in their high school English classes make these students less prepared for college-level writing and reading? The authors aimed to learn whether the writing of dual-enrolled students contained identifiable markers and to determine through analysis of their written work how well dual-credit students perform in the college classroom. The methodology involved working, in the fall 2010 semester, with four dual-enrolled students who ranged in age from 15 to 17 years old. The authors interviewed each student at the beginning, middle, and end of the semester to discuss their expectations and experiences relative to writing instruction both in high school and college. Two student cases from this study are presented in this article.