This thesis addresses the challenges of improving written communication in urban high school students by implementing a College in the High School (CHS) English Composition I course as in-house dual enrollment. The motivation for this course came from seeing many students struggle with writing and college retention because of high school writing instruction that is more focused on standardized testing and formulaic structures. The course design is influenced by theoretical frameworks such as threshold concepts, WPA outcomes, and writing transfer theory to emphasize the development of rhetorical and critical thinking skills. The syllabus developed works within the student learning outcomes (SLO) provided by Harrisburg Area Community College (HACC), demonstrating alignment with a college level course, while meeting the needs of students at an urban public high school. By offering this CHS opportunity, the course aims to bridge the skill and motivation challenges between high school and college, combat academic stereotypes, and provide a foundation in writing that will benefit students across academic and future professional contexts.