Research shows that students who double major have higher earnings and are more satisfied with their educational experience in college than those who graduate with a single major. In this study, we examine the extent to which a student's experience with academic acceleration programs in high school, specifically successful participation in the Advanced Placement (AP) Program, defined here as scoring a 3 or higher on an AP Exam, is related to double major completion after controlling for academic preparation, motivation to double major, student background characteristics, and postsecondary institutional characteristics. We find that students who obtain a score of 3 or higher on an AP Exam are more likely to double major than students who do not earn a 3 or higher on any AP Exam. Furthermore, the greater the number of AP Exams with a score of 3 or higher, the higher the likelihood of the student double majoring. When controlling for academic preparation, academic motivation and institutional factors, minority and first-generation students are more likely to complete a double major than advantaged peers if they have completed one to three AP Exams with a score of 3 or above. Effects are, however, not significant for minority and first-generation students who scored a 3 or higher on more than four AP Exams. We also find that students who graduate within four years are more likely to complete a double major than students who take more time to complete their degree. This indicates that students are not using the additional time spent in a postsecondary education to acquire more credentials.