The purpose of this study was to investigate the impact of open access policies for Advanced Placement (AP) courses on student participation and performance, particularly focusing on minority and low-income students in a rural school district in Central Florida. The study addressed significant barriers to equitable access to AP courses, including local and state policies, school requirements, and teacher mindsets, which disproportionately affected underrepresented students. This research utilized a quantitative approach, comparing national College Board data with local high school data from a district with a significant population of economically disadvantaged students. By analyzing year-to-year comparisons of AP participation and qualifying scores, this study aimed to determine the effectiveness of open access policies in increasing the percentage of minority and low-income students who achieved qualifying scores. The findings indicated that open access to AP courses could significantly enhance equitable opportunities for underrepresented students, contributing to higher rates of college readiness and success. The study provided valuable insights for educators and policymakers, demonstrating the importance of removing barriers to advanced coursework and fostering an inclusive academic environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]