Affirmative action is perceived as a corrective policy intended to promote social equity (Crosby, Iyer, & Sincharoen, 2006; Curry & West, 1996; Kaplin & Lee, 2007; Oppenheimer, 1996). Indeed, affirmative action as a policy has been used to address minority underrepresentation (Ball, 2000), remedying the effects of past/current discrimination (Oppenheimer, 1996; Tsuang, 1989), increasing diversity (Hsia, 1988), and providing equal opportunity (Dong, 1995). Dong (1995) states that in order for educational affirmative action to equalize opportunity for all students, at times it requires that some students be treated differently. Originally something that was created for employment (Executive Order 11246 under the direction of Lyndon Johnson; also see Crosby, Iyer, & Sincharoen, 2006; Oppenheimer, 1996, p. 929), affirmative action spread into other areas such as higher education. As a result, affirmative action facilitates the offering of flexible college admissions requirements for underrepresented applicants (Inkelas, 2003b). Underrepresented students may be racial minorities, but they may also be low-income, immigrants, language minorities, nontraditional, female, White, and/or first-time generation college students (Levine & Nidiffer, 1996). This article examines the attitudes that Asian Pacific American (APA) college freshmen hold toward the abolishment of affirmative action in college admissions. Frequently APAs are stereotyped as being "model minorities" (Brydolf, 2009; Chinn, 2002; Empleo, 2006; Pang, Han, & Pang, 2011). This label implies that they are educationally and socially successful, and that they do not experience discrimination. As a consequence of this label, oftentimes APAs are not considered "underrepresented," and are thus ineligible for affirmative action protection (Wu & Wang, 1996). Most insidious though, studies have documented that APAs may support the elimination of affirmative action against their better judgment (Kang, 1996; Kidder, 2006).