Many college students earn below-average grades and must complete remedial courses. Remediation costs are vast and grade point averages (GPA) below 2.0 are associated with decreased retention and graduation rates. Research indicated that dual enrollment programs increased high school graduation rates and the likelihood of college enrollment. A gap in the literature existed regarding the potential of dual enrollment programs to affect the first-semester college GPA. Based on social cognitive theory and functionalism, the purpose of this quantitative study was to determine if participation in a dual enrollment program had an impact on first-semester college GPA and if gender, race, socioeconomic status (SES), and the number of dual enrollment courses completed were related to first-semester college GPA. Results of an analysis of variance, using data from 464 high school graduates, indicated a significant difference in first-semester college GPA of dual enrollment participants and nonparticipants. A significant positive relationship was found between the number of dual enrollment courses completed, SES, and first-semester college GPA. Regression analysis revealed the predictor variables explained a significant proportion of the variance in first-semester college GPA. This research contributes to positive social change by indicating that dual enrollment programs contribute to an individuals academic success in college, which leads to higher graduation rates, greater employability and earning potential, and improved quality of life. Communities then benefit by increased spending and tax revenues, and fewer citizens relying on government financial assistance.