This study examines educators' perspectives on accountability mandates designed to expand access to the College Board's Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in Florida, Palm Crest High School. Consistent with Elmore (1979), district and site-based administrators focused on the "forward mapping," of implementation and identified teacher "gatekeeping" as well as parental expectations as chief barriers to opening up AP enrollment. Teachers, however, found implementation problematic--accountability levers had contradictory provisions and overall neglect nonacademic barriers to college access for low-income African American and Hispanic students. The current value-added model of incorporating student exam performance as a key component of teacher evaluations complicates the advocacy associated with increasing low-SES students' participation in AP classes as educators strive to maintain high pass rates amid open-enrollment policies. We argue for increased support systems to enhance students' preparedness for taking college-level courses while in high school, leading to increased college attendance and degree completion.