This study examines the factors influencing immigrant students' enrollment in advanced mathematics courses during their high school years in the United States. Using data from the High School Longitudinal Study of 2009 (HSLS:09), this research investigates the association between each of the variables Institutional agent related social capital (IARSC), immigrant generational status, English language learner (ELL) status, gender, socioeconomic status (SES), and school location and immigrant students' likelihood of taking advanced mathematics courses. Hierarchical logistic regression is utilized to analyze the data, allowing for a comprehensive examination of the relationships between the variables. The findings reveal significant associations between Institutional agent related social capital (IARSC) and immigrant students' enrollment in advanced mathematics courses. Higher IARSC scores are associated with an increased likelihood of enrollment, emphasizing the significance of resources and support teachers and counselors provide in fostering students' engagement with advanced mathematics coursework. Additionally, the analysis reveals an in the influence of immigrant generation status and ELL status on the association between IARSC and enrollment in advanced mathematics courses. First-generation and second-generation immigrant students demonstrate higher likelihoods of enrollment than third and higher-generation students, highlighting the significance of generational status in shaping educational paths. Furthermore, ELL status is negatively related to taking advanced mathematics courses, indicating additional challenges ELLs face in accessing such coursework. SES and school location also play significant roles in students' enrollment decisions. While this study makes valuable contributions, it is subject to limitations due to its reliance on secondary data not tailored explicitly for studying advanced mathematics course enrollment. Future research should incorporate variables reflecting cumulative credits from advanced mathematics courses and examine how students' attitudes, parental aspirations, and racial or ethnic backgrounds intersect with enrollment decisions. Nevertheless, this research offers significant insights into the factors influencing immigrant students' enrollment in advanced mathematics courses, providing practical guidance for fostering educational equity and inclusivity within this diverse population. [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.]