This study explored how high school principals utilize leadership practices to address the access and opportunity gap for Black and Hispanic students in advanced courses. Using a qualitative methodology, high school principals were interviewed using a semi-structured interview protocol. The results of this study found that principals influence the access and opportunity gap for Black and Hispanic students in advanced classes by selecting teachers for teaching advanced classes based on teacher certification, by developing, sharing, and enacting a vision for classroom instruction; and by creating a culture of high expectations for all student and providing student supports to meet those expectations. Furthermore, the findings from this study indicate that principals inconsistently advocate for policy changes that increase access for Black and Hispanic students. [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.]