This piece describes how Pittsburgh Public Schools, an urban school district, strategically redesigned its AP English program and diversified student enrollment in AP English classes as part of its equity plan. The authors describe how one teacher expanded his instructional strategies to meet the needs of more linguistically, culturally, and racially diverse learners in his AP classes, many of whom had never been enrolled in "honors" or "gifted" classes before. The strategies include: (1) regularly using formative assessment to guide instruction; (2) teaching students to "go meta," that is, to reflect honestly on their reading and writing processes and strengths and weaknesses as writers and readers; (3) normalizing the challenges that students are facing; and (4) connecting the reading and writing skills students are learning for the AP exam to skills they will use in other classes and areas of life.