Student success is a complex, multifactorial concept of concern to U.S. community colleges as a primary education provider for the nation's undergraduates. There is compelling research linking dual enrollment to student success outcomes; however, investigation is needed into why students choose dual enrollment and how it influences success at the community college level and in the long term. This basic descriptive qualitative study explored how the experience of participating in a community college dual enrollment program influenced college readiness, persistence, and completion. The primary research question was, How do the dual enrollment experiences of community college students influence students' college readiness, persistence, and completion? The research subquestions were (a) How do community college students feel their dual enrollment experiences influenced their knowledge and expectations about college? (b) How do community college students feel their dual enrollment experiences influenced their belief in their ability to succeed in college? (c) How do community college students feel their dual enrollment experiences influenced their desire and motivation to attend college? Purposeful sampling was used to recruit 15 participants (9 female and 6 male, aged 19 to 27) who took at least one dual enrollment course at a Southwestern U.S. community college between 2009 and 2017. Data collection included semi-structured, open-ended interview questions, self-reported demographic information, and site academic performance data for all dually enrolled students between 2009 and 2017. The researcher audio recorded and transcribed all interviews. Manual coding and data analysis software were used to organize thematic categories and develop a summary data analysis. The primary findings of the study were (a) common pre-dual enrollment student characteristics, (b) underpreparedness for college, (c) increased college knowledge and expectations, (d) importance of academic and social support, (e) increased confidence and self-efficacy, (f) increased desire/motivation to attend and complete college, and (g) problematic dual enrollment experiences. While most participants perceived dual enrollment increased their college readiness and motivation, for some dual enrollment lacked rigor, did not increase college readiness, and contributed to feelings of isolation and detachment. These findings support previous literature concluding dual enrollment increases college readiness and that college readiness and success are dependent on interrelated cognitive and noncognitive factors. The findings support the benefit of dual enrollment specifically for community colleges, provided programs are structured and comprehensive, ensure quality curriculum and instruction, provide access to advising and support services, and foster the academic and social connections that make students' dual enrollment experiences meaningful. [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.]