Research on dual credit (DC) programs highlights the benefits including enhanced post-secondary access, higher GPAs, lower remediation, increased persistence, and higher graduation rates. Most of this work focuses on students, analyzing local, state, and federal data. The purpose of this study is to present the perspectives of high school support staff, faculty, and administrators regarding student access to and utilization of DC programs. Findings indicate that despite programs to support low SES students, cost is still perceived as a significant barrier for low-SES students. In addition, there is an existing conflict between advanced placement (AP) and DC courses, and respondents discuss perceived issues of the academic and social development of students.