The purpose of this single instrumental case study was to examine the academic success of at-risk dual credit students as perceived by successful dual credit graduates from a rural high school in Southeast Texas. At-risk students were defined as students that require temporary or ongoing intervention in order to succeed academically and are unlikely to transition successfully into adulthood. Students were considered successful if they passed all dual credit courses with at least a C average, and enrolled into college with unconditional admissions immediately after high school graduation. Five questions guided the research of at-risk students' dual credit participation and success. Thirteen students were interviewed using a purposeful snowball sampling method. The findings suggest that at-risk dual credit students located in rural Southeast Texas experience several positive benefits from enrolling into dual credit courses while in high school.