The purpose of this qualitative case study was to examine the perceptions of minority students and their families in a school district located in the Mississippi Delta Region as they related to the disparate participation in advanced academic programs by ethnic and racial minority students as compared to their White/Caucasian peers. Working within the theoretical frameworks of critical theory and social constructivism, this study examined students and their families' perceptions of specific school contexts that they believed positively or negatively affected the participation of such students in the Honors, Advanced Placement (AP), Dual Enrollment (DE), Science Technology Engineer and Math (STEM), and Early College (EC) programs throughout the district. Data collection and analysis of interviews, surveys, and site document reviews yielded four major themes: (1) the students and their families had inaccurate perceptions of racial and ethnic minority students participation in advanced academic courses in education in general; (2) data collected confirmed the lack of minority students' participation in advanced programs and courses; (3) students and family members identified specific school culture and environmental factors that they perceived to have an impact on minority students' participation in advanced academic courses and programs; and (4) guardians and parents indicated the lack of knowledge regarding the opportunities offered and the process to apply for admission into specific programs. Overall, the study revealed that while the advanced academic programs in the district are accessible to all students, there was a lack of student determination and motivation to participate in advanced academic courses of study; whereas the review of literature declares these characteristics should be the primary qualifications for participation in such classes and programs. It was also noted that specific schools throughout the district contributed to the underrepresentation of minority students' lack of participation in advanced academic courses and programs. [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.]