While Advanced Placement (AP) programs have been traditionally targeted toward academically prepared students, some secondary administrators make AP courses accessible to all students in order to support college readiness. The purpose of the present study is to explore how the AP program is being implemented in an urban school where many students have the opportunity to take AP courses, regardless of academic experience. I address the following questions: How is the AP program currently being implemented in one urban school? What are student, teacher, counselor and district leader attitudes about access to AP coursework, resources available to support AP course quality, and AP exam taking? I demonstrate student, teacher and administrator experiences through surveys, interviews and observations. This data allows for a multi-level analysis in one AP program. Findings from this study demonstrate a commitment to student participation in AP coursework. The AP program at the case-study school is open access whereby students may take AP classes regardless of academic preparation and AP participation is substantial. AP teachers offer students a challenging curricular experience and give students academic supports such as one-on-one tutoring, study sessions and opportunities to take AP practice tests. The AP program facilitates student success at one urban high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]