This paper interrogates the concept of opportunity. Opportunity programs provide access to educational services and assist students to overcome barriers. However, the language governing them constricts and controls both the programs and staff-student relationships. A Foucauldian analysis of the regulations governing a federally funded program reveals how they produce a "discourse of disadvantage." Understanding the disadvantaged underside of opportunity brings subjugated knowledge to light, so we will better serve students in their wholeness.