The expansion and increasing popularity of Advanced Placement (AP) programs have led to a new and significant trend: students are taking AP courses earlier in their high school journey, with a notable increase in enrollment among freshmen and sophomores. This study examines the effects of early engagement in AP courses for students deemed "academically underprepared", as indicated by their previous standardized test scores in reading and mathematics. By examining "academically underprepared" students transitioning from public middle schools to public high schools in Texas, this research challenges the prevailing assumption that early AP involvement is less advantageous for students with lower prior test scores. The goal is to understand whether early participation in AP courses might contribute to greater educational equity and enhancement, providing perspectives on how AP involvement can improve academic success and readiness for college among students often considered underprepared. This research not only reassesses conventional measures of academic readiness but also seeks to highlight the AP program's potential as a tool for educational advancement and equity.