Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study investigates how a broad range of gifted secondary students perceives and evaluates the curriculum, instruction, and environments within AP and IB courses. Interviews with 200 students in 23 U.S. high schools revealed that although students believe that AP and IB courses provide a greater level of academic challenge and more favorable learning environments than other existing high school courses, the curriculum and instruction within AP and IB courses are not a good fit for all learners, particularly those from traditionally underserved populations. Recommendations for increasing the fit of AP and IB courses for--and consequently for increasing the participation of--students from traditionally underserved populations are discussed.