This mixed methods study involved a two phase analysis of how Early College High Schools influence students who graduate with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours in obtaining a Bachelor's Degree. The research incorporated an explanatory sequential mixed methods design that involved collecting quantitative data, then explaining the results with in-depth qualitative data. In the quantitative phase of the study, data from the National Student Clearinghouse (NSC) was examined to determine whether or not Early College High School students graduating with <19 college credit hours, 20-39 college credit hours, or >40 college credit hours are persisting in college or the university. This data was collected on ECHS graduates from an ECHS District in the Lower Rio Grande Valley (LRGV). Results indicated that students completing less than (19) hours of ECHS were less likely to complete college. Conversely, those completing more than (19) hours of ECHS coursework were more likely to complete college. Qualitative analysis involving in-depth interviews with (6) students identified six themes related to college completion for ECHS students. Those six themes were: relationships, family, service to others, college ready, persistence and support. This research will assist educational leaders by providing them with planning data that will assist them in scaling up college opportunities for all students, especially those who might not be provided the opportunity to enroll in a college class due to being a student of color, an English Language Learner, At-Risk, Economically Disadvantaged and a First Generation College student.