Students from low-socioeconomic status (SES) backgrounds are underrepresented in Advanced Placement (AP) courses. This underrepresentation in the AP program denies students of the documented benefits experienced by enrolling in rigorous courses, such as AP, while in high school. This phenomenological qualitative study examined the perception of seven students from low-SES backgrounds about their school's AP program. All seven students attended Anywhere High School in the 2021-2022 school year where 57% of the general student body consisted of students from low-SES backgrounds as compared to 48% of the school's AP program consisting of students from a low-SES background. The study was an exploration of the reasons students chose to participate or not participate in the school's AP program. The seven participants consisted of three students who qualified for the school's AP program but chose not to participate and four students who qualified and chose to participate in the school's AP program. Based on the results of the study, participants identified the following themes as barriers to participation in AP courses: The knowledge of AP Potential, Course Workload, Circle of Influence, and Learning about AP. Most of the participants communicated that awareness of the College Board tool, AP Potential (2022), would have impacted their decision to enroll in an AP course or the courses they chose. Many of the participants cited course workload as something they considered before making their decision about enrolling in an AP course. Participants who decided to enroll overwhelmingly had someone encourage them to enroll who was familiar with the program. Counselors played an important role on whether the participant decided to enroll in the school's AP program. The study's findings suggest schools should utilize AP Potential to identify low- SES students who qualify for AP courses and directing all students to those courses they have an opportunity to experience the most success. Schools should also have conversations with prospective AP students about course workload to help ease anxiety. Directing students to courses that most align with their skills, via AP Potential, may also decrease anxiety about the course workload. Finally, schools should offer opportunities to educate families and prospective AP students about the benefits of AP courses. In the study, raising student awareness about the school's AP program and family support increased the likelihood of AP course enrollment. [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.]