Decades of student achievement data reveal that schools in the United States do not adequately equip students with the skills needed for success in college. The purpose of this study was to examine the extent to which the AP Capstone program, an Advanced Placement (AP) diploma program launched by the College Board in 2014, promoted specific college readiness skills among high school students. Using a mixed methods approach, this study examined the perceptions of students and teachers from one large school district in a southeastern state. Quantitative data were gathered through two student surveys: one for students in the AP Capstone program and one for students in a traditional AP program. These students responded to 18 college readiness skills items by rating on a Likert scale the extent to which they acquired each skill as a result of their participation in their respective AP program. They were also able to expound upon these ratings by responding to an optional constructed-response question. Additional qualitative data were generated through interviews with AP Capstone graduates who were currently in college and through interviews with AP Capstone teachers. Both groups of AP students perceived that they had acquired all skills assessed in the survey to a moderate degree or more. Perceptions of AP Capstone students regarding skill acquisition significantly exceeded those of their counterparts in traditional AP programs. Differences in these perceptions were significant across most subgroups. AP Capstone student survey results rated the following skills as those they had acquired to a large extent: citing evidence and sources correctly, determining credible evidence, and avoiding plagiarism. The lowest rated skills were self-reflection, organizational habits, and time management. Results from written responses and interviews indicated that writing, research, analysis, and time management were skills gained through participation in the AP Capstone program. These results were confirmed through interviews of AP Capstone graduates and AP Capstone teachers. In addition, results from interviews indicated that AP Capstone graduates and AP Capstone teachers viewed the program as an important program that prepares students for the academic rigor and expectations of college. This study was delimited to one large school district in a southeastern state. The timeframe for deploying the survey and conducting interviews was May and June 2023. AP Capstone student survey participants were delimited to those who had at least completed AP Seminar and completed the AP exam requirements. Traditional AP student survey participants were delimited to those that had completed at least one AP course and taken the corresponding AP exam. Student interview participants were delimited to those who were AP Capstone graduates, at least 18 years old, and currently in college. Teacher interview participants were delimited to current AP Capstone teachers. The study concluded with recommendations for policy, practice, and future research. [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.]