Dual credit programs show potential solutions for high school students to earn college credit. While these programs are becoming popular, undergraduate perspectives on their benefits and challenges during their transition to college remain under-explored. This study aims to get insights from diverse experiences of students majoring in agricultural degrees who have taken dual credit courses and how these experiences impacted their advanced courses and career preparation during their college life. For this study, constructivism theory was used as it emphasizes active, collaborative, and contextual learning, where knowledge is shaped through personal experiences, social interactions, and critical reflection. This study utilized a qualitative, phenomenological approach to explore the lived experiences of undergraduate agricultural students who were enrolled in dual credit programs. Semi-structured interviews, with expert-reviewed open-ended questions, were conducted to gather in-depth information about students’ perceptions and experiences. Convenience sampling was used to recruit 10 participants with agricultural degrees, followed by a thematic analysis. The results showed that students faced challenges like academic overwhelm, navigating instructor expectations, and balancing academic demands. However, they experienced rewards such as academic skills development, readiness for college, and cost savings. Also, they perceived that it influenced advanced coursework preparation by fostering academic readiness, time management, essential skills, and adaptation. Regarding career preparation, students enrolled in dual credit perceived that they had built transferable skills, achieved personal growth, and they expressed both workforce readiness and concerns about feeling unprepared for professional roles. This study highlights the dual credit program's multifaceted impact on students’ academic and professional pathways. The results suggested that these programs can effectively foster academic skills, enhance career readiness and contribute to personal growth. To enhance dual credit programs, institutions should offer robust support, raise awareness and address challenges. Future research should evaluate the effectiveness of these programs in undergraduate students' performance at college.