This quantitative study examined college enrollment considerations of dual-enrollment students enrolling at one Wisconsin credit-granting technical college. A combined college-choice theoretical framework guided this quantitative study that addressed two research questions: To what extent, if any, did the number of dual credits predict likelihood of enrollment for degree completion the semester after high school graduation? Among those students who enrolled in dual enrollment programming, and who went on to enroll at the credit-granting institution the semester after high school graduation, what levels of importance were placed on cost; financial assistance; future career opportunities; and academic reputation? Findings based on analysis of 1,498 dual-enrollment student transcripts and a follow-up survey to 257 transitioning college students showed that quantity of dual credits attained by the students did not predict likelihood of enrolling at the credit-granting college one semester after high school graduation. Participants ranked four enrollment considerations at varying levels of importance with only future career opportunities ranking as high as in past student-body surveys. Cost, financial assistance, and academic reputation all ranked lower than in past student-body surveys. This study offers information to college leaders, dual-enrollment directors, and marketing professionals involved with dual-enrollment program development and decision making. [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.]