Despite the wealth of information generated in recent years regarding the benefits for students who participate in Advanced Placement (AP) programs on educational outcomes, limited research exists contrasting and comparing the differential effects of AP program participation on educational and labor market outcomes by race. However, research conducted by Robinson (2003) has revealed that White students and racial and ethnic minority students who took AP science and calculus courses were more likely to choose science-related careers (i.e., engineering, medicine, etc.). Building on the work of Robinson, the present study sought to examine nationally representative data from the National Education Longitudinal Study of 1988 (NELS: 88/2000) to further explore racial differences in selected educational and labor outcomes based on AP program participation. Thus, the primary objective of this study was to explore racial differences in the effects of AP program participation on success outcomes in order to determine if students who participated in AP programs in high school obtained greater educational and labor market success after high school. Overall, this study found compelling evidence to conclude that AP program participation was associated with higher college entrance examination scores, undergraduate grade point averages (GPAs), postsecondary attainments, and income. Implications for practice and limitations of this study are discussed. (Contains 4 tables.)