The purpose of this study was to determine preservice teachers' beliefs about the curriculum content and skills that should be available and taught during high school, and the contextual variables (experiences, locations, individuals) that promote access to the high school curriculum. Participants included 79 secondary and 21 special education preservice teachers at one university. Data were collected via a survey. Participants indicated that a wider array of curriculum content and skill areas should be available to all students than is taught. Differences between secondary and special education preservice teachers were present regarding the importance they placed on accessing the high school curriculum through extracurricular activities and independent studies; in self-contained classrooms, the home, and the community; and via instruction from teaching assistants.