While equity of opportunity is increasing in the enrollment of students in advanced classes, an equity of outcome is not shown in the exam results (College Board). There are distinct difficulties that lie in the paths of traditionally underrepresented students; for them, the long hallway, essentially all advanced courses where minority students are marginalized, has been cluttered with obstacles and pitfalls that chip away at their sense of inclusion, support, and belonging. In this article, a secondary English teacher and eight Advanced Placement Literature students examine the concept of stereotype threat to illuminate the difficulties that minority students experience in advanced classrooms.