This study assesses the effects of state exit exams on the student utilization of and performance on Advanced Placement (AP) exams. AP programs have become an increasingly popular way of providing fairly standardized and academically rigorous academic experiences that can prepare high school students for the transition to post-secondary schooling. Furthermore, participation in AP exams can also have implications for college affordability because high performance on AP exams often qualifies as college credit. Therefore, whether state exit exams have either promoted or attenuated AP utilization and performance is both a particularly policy-relevant question. States typically began allowing students to take exit exams in 8th or 9th grade with multiple opportunities for re-testing. One of key developments in the evolution of exit exams during the last 30 years has been an increase in the level of academic content covered by these exams. Furthermore, in recent years, several states have begun using "end-of-course" exams as exit exams. This analysis focuses on state-year measures of exit exams that reflect this heterogeneity in their design.