The purpose of this study was to learn more about the experiences and perceptions of African American, Latinx, and South Asian American girls of color in academically driven programs in an urban high school. The literature is clear that girls of color are underrepresented in International Baccalaureate (IB), Advanced Placement (AP), and Dual Enrollment coursework. The narrative analysis methodology was used to explore student perceptions and experiences through the lens of Critical Race Theory, Latino Critical Theory (LatCrit), DesiCrit, and Critical Race Feminism. The examination of the findings highlighted the strengths, challenges, and needs of girls of color in rigorous high school curricula and during their transition to college. The themes that emerged underscored the participants' belief in their own ability, support from family, teachers, and peers, the presence of a dominant ideology, and challenges transitioning to college. The findings suggest the need for reform in academic programs and potential adaptations to meet student needs. [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.]