National trends show that college academic readiness and subsequent graduation rates continue to decline despite added attention being paid to advanced curriculum while in high school. This study utilized existing data to determine the relationship between completing or taking Advanced Placement® course(s) during high school and subsequent college graduation within six years. The groups included in this research study were those students who did not take Advanced Placement® course(s) in high school and those students who took Advanced Placement® course(s). Subsets of the groups were further categorized by gender, ethnicity, remedial course enrollment, and those students who participated in Advanced Placement® course(s) and subsequently did or did not score a 3 or above on the end-of-course exam(s), indicating passage of an Advanced Placement® course. This research study utilized a quantitative, longitudinal survey research design in which the researcher used ex post facto data that had been collected at two points in time. The statistical analyses conducted for this research study included frequencies and percentages and independent samples t tests. Of the total population extracted for the cohort years, 1,861 students were identified as first-year, full-time, degree-seeking students. A large percentage (72.3%) of the students who indicated enrollment in at least one Advanced Placement® course (N = 83) reported passing at least one end-of-course exam. Overall, the findings revealed a significant difference in graduation rates between students participating and not participating in the Advanced Placement® program, with those participating more likely to graduate within six years. However, analysis of students who did participate in the program revealed that there was not a statistically significant difference in graduation rates between students who had passed an end-of-course exam and those who did not pass an exam. Furthermore, no significant difference in graduation rates was found between students who had enrolled in remedial courses and those who had not. The findings also demonstrated that there were no significant differences in graduation rates between male and female students and non-Caucasian and Caucasian students who had passed an exam and those who had not passed an exam. [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.]