Dual credit and exam-based credit programs are increasingly popular options for high school students who hope to earn college credit during their high school career. These programs provide college-level content for students seeking a head-start on college and promote college-going among high school students. As their popularity grows, dual credit and exam-based credit programs face new challenges that create barriers to participation for students. Among these challenges include credit transferability, equity and access, monitoring/course rigor, and high school and college partnerships. To address the issue of credit transferability, "Minnesota Statute §136A.87(b)" requires the Minnesota Office of Higher Education (OHE) to gather and share information related to the dual credit and exam-based credit acceptance policies for all Minnesota colleges and universities. Over the course of six months, OHE surveyed colleges and universities in Minnesota and compiled information on their dual credit/exam-based credit acceptance policies. Among the key findings are: (1) Almost all Minnesota colleges and universities award college credit for dual credit (98%) and exambased credit (95%) participation. Credit transferability issues are not caused by institutional unwillingness to accept dual credit/exam-based credit; (2) Most Minnesota colleges and universities have formal, written policies that facilitate the transfer of dual credit (88%) and exam-based credit (95%). Credit transferability issues do not seem to be caused by a lack of institutional dual credit/exam-based credit acceptance policies; (3) Knowledge of dual credit and exam-based credit policies tend to be dispersed among multiple offices within a college or university, which may lead to both institutional confusion and student confusion; and (4) When handling dual credit or exam-based credit decisions, there are typically multiple staff with decision-making power across two or more departments within the same institution. This creates nuanced, specialized circumstances for awarding credit which may contribute to student confusion.