This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses in the City of New York High Schools, with focus on Advanced Placement Environmental Science. A critical component of the Advanced Placement Environmental Science course is the incorporation of environmental fieldwork. The National Research Council (2014) suggest that field stations are important for STEM education and provide opportunities to engage students in the natural environment and get them excited about science. Through the Curriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in the Advanced Placement Environmental Science course are integrating their field station work in Oyster Restoration in the New York City Harbor. These interactions with the environment offer unique experiences which engage marginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords all students the opportunity for upward mobility and increased career opportunities in the area of STEM.