This obtrusive post-hoc quasi-experimental study investigated Scholastic Assessment Test (SAT) scores of 111 high school students in grades 10 through 12. Fifty-three students were enrolled in at least one Advanced Placement (AP) course at the time of the study. General factorial analysis of variance (ANOVA) tested for significant differences between verbal, quantitative, and composite SAT scores with the independent variables of class enrollment (AP, non-AP), economic level (high EL, low EL), and gender. Economic level depended on student qualification for the National School Lunch Program. Analysis of the data indicated that there were significantly higher verbal (p=0.001), quantitative (p=0.038), and composite (p=0.003) SAT scores for students enrolled in the AP program. In addition, ANOVA of two-way interaction between class enrollment and economic level indicated that high EL students enrolled in the AP program had significantly higher quantitative SAT scores (p=0.019). All other variable interactions produced no significant differences, although females did have higher scores than males. (Contains 21 tables and 13 references.) (Author/SLD)