Academic preparation is a key factor in readiness for college-level work. Students who enroll in rigorous courses while in high school realize better secondary and postsecondary outcomes. Evidence from California suggests that rigorous learning opportunities may not be equally distributed across the state, prompting questions about course availability and accessibility. This study examines the variation in statewide participation in a host of courses that are recognized as critical to students' preparation for college: A-G courses (required for admissions eligibility to California's public 4-year universities), college-credit coursework, and the level of math courses that students take their senior year. Drawing on comprehensive student- and course-level administrative data, the authors explore college preparatory course-taking patterns for the four most recent graduating cohorts unaffected by the COVID-19 pandemic (2016, 2017, 2018, and 2019). [Funding for this report was received from Tipping Point Community.]