The number of English Language Learners (ELLs) in the United States is rapidly increasing, particularly in high schools. Although the number of ELLs is growing at a fast pace in the United States, the number of ELLs enrolled in advanced educational programming has not increased. After an in-depth review of the extant literature, it is evident that limited scholarly research on ELLs in advanced coursework exists. This is especially true in AP and IB social studies courses, where in many states where "Open Access" and "AP for All" have been adopted. This qualitative study sought to reveal the lived experiences of four students in AP and IB social studies courses whose heritage language was not English. The results of this study indicate that advanced social studies programming played a role in the participants' global mindset which assisted them in their subsequent post-secondary studies. Findings also included a students' perceptions of a lack of representation of ELLs and people of color in existing curricula and the importance of the role of family and cultural background on these students' academic experiences. ESOL instruction, gifted programming, and perceived challenges did not play as key a role as initially hypothesized. Future policy and practice recommendations include extended testing time for ELLs on AP and IB exams, and more inclusive social studies curricula. This study is important because its findings reflect the need for policy changes that affect one of the largest growing groups of learners in the United States. [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.]