Early College High Schools (ECs) aim to increase postsecondary enrollment and degree attainment, specifically among historically minoritized populations. Research outlines the positive outcomes of ECs, yet less research examines the unintended consequences of these consolidated college preparation programs. Through interviews with 13 EC graduates, this qualitative study investigated the social and cultural sacrifices made in exchange for program participation. Using Cultural Reproduction Theory, this study examines the role ECs play in maintaining social hierarchies and perpetuating dominant cultural values. Findings reveal students' reflections on the costs and long-term impacts of their EC experience. Implications for practice and future research are discussed.