Linked Learning is an approach for transforming high schools to prepare all students for college, career, and life. Rejecting the outmoded and usually inequitable separation of students into vocational and academic tracks, Linked Learning works through career-themed pathways that integrate college preparatory academics, rigorous technical training, work-based learning, and supports to help students stay on track. SRI International evaluated this approach in nine school districts across California over the course of seven years. Linked Learning strives to provide all students--regardless of race, socioeconomic status, gender, prior academic achievement, or special learning needs--with equitable access to and opportunities for full participation in a variety of high-quality career-themed pathways. This emphasis on access and equity is particularly important when implementing an approach like Linked Learning that creates small, choice-based learning communities; research suggests that this type of reform, if executed poorly, can exacerbate inequality by further stratifying students by demographic characteristic or achievement level. This brief describes the successes and challenges the districts have experienced in fostering access and equity in Linked Learning pathways, examining five groups of students frequently underserved by traditional schools: students with low prior achievement, English learners, African-American students, Latino students, and female students. Throughout the evaluation and in this brief, the writers focus on data for these "subgroups" of the total student population. It is acknowledged that both access and equity are complex constructs that can be defined in many different ways. For the purposes of this brief, the writers operationalize access and equity as follows: (1) to evaluate access, they examined districts' choice and recruitment policies and assessed the degree to which pathways were representative of their districts' high school student populations; and (2) to evaluate equity, they compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional high school settings.