The purpose of this study was to determine student, teacher, and administrator perceptions of AVID [Advancement Via Individual Determination] students participating in advanced placement courses in high school. Access to advanced placement courses has been limited. Nevertheless, the numbers of students participating in advanced placement courses from all learner groups is increasing. As more AVID students enroll in these courses, it becomes valuable to educational leaders to understand the perspectives of the administration, faculty, and students involved in such courses. The theoretical framework of this study was critical theory, with an emphasis on educational equity and school culture. An ethnographic study was used and included interviews, questionnaires, document review, and observations. Four major themes emerged: (a) past practices of inequity, (b) current practices against inclusion, (c) current practices for improvement, and (d) future action. Overall, the data indicated that, at the school site, past and present gatekeeping practices have restricted and continue to restrict student access to AP courses. Nevertheless, inclusive practices are gaining strength, and an increasing number of AVID students are taking AP classes. Thirteen appendixes are included: (1) IRB [Institutional Review Board] District Permission Letter; (2) Administrator Consent Form; (3) Teacher Consent Form; (4) Student Assent Form; (5) Parental/Guardian Consent Form; (6) IRB Approval Letter; (7) Administrator Questionnaire; (8) Administrator, AVID Coordinator, and AP Counselor Interview Questions; (9) Teacher Questionnaire; (10) Teacher Interview Questions; (11) Student Questionnaire; (12) Student Interview Questions; and (13) Codes. (Contains 5 figures.)