The adoption of telepresence technology in K-12 schools potentially expands students' access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses. Findings from fixed effects models indicate improved access to advanced courses and higher ACT scores among students enrolled in telepresence courses. In surveys, students and teachers reported generally favorable perceptions about the enhanced opportunities for advanced course-taking and collaboration across schools afforded by the telepresence technology.