The persistent Black and White achievement gap contradicts one of the United States' core values: equal opportunity for all. In response to the problem, schools seek to increase Black students' achievement through programs like Advanced Placement (AP). Although schools have tried to provide an equitable educational experience, the disparity in outcomes and access remains. Black students' voices must be in the conversation about educational equality to understand the function of race and reveal any blind spots. This study used a critical qualitative research approach to explore the experiences of Black students who participated in a Southeast Georgia AP program. A critical race theory (CRT) methodology kept race at the center of the study, challenged dominant ideologies, committed to social justice, focused on experiential knowledge, and used the field's current literature. A series of three in-depth interviews served as the primary data collection method. Other methods included analytic memos and school-level AP documents. I used data reduction and connection strategies to analyze and inductively generate themes that provided a framework for my participants' narratives as they made sense of race in their experiences in the AP program. Through the students' richly detailed narratives, I uncovered strategies that may improve Black students' participation in AP. Schools seeking to eliminate AP enrollment disparity may use this study to advance racial equality. Findings indicated Black students in AP courses realized the role of race in their education and its impact on navigating school. The results of this study resulted in four recommendations. First, there is a need to revamp the United States History curriculum to provide more positive Black history. Second, there is a need for more Black teachers and formal mentorship programs in southern districts. Third, there is a need for culturally diverse definitions of giftedness and more inclusive practices for recommending students for AP. Last, there is a need for diversity training for teachers with a focus on culturally relevant pedagogy. [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.]