This case study explored Advanced Placement open enrollment programs in New Mexico in an attempt to identify mechanisms embedded within the implementation practices which possibly prevent the equitable enrollment of students of color. Advanced Placement (AP) courses have become a gate-keeper in competitive college admissions. Therefore, a study of programs purporting a philosophical alliance with the College Board's AP Equity Policy is warranted in light of the enrollment inequities that exist for Latino/a, African American, and Native American students. Using a critical race theoretical (CRT) lens, the perceptions of eight respondents from four participating school districts in New Mexico were gathered and analyzed. The analysis of the qualitative data indicated four silent gate-keeping mechanisms. Failure to develop an institutional value for equity; institution centered practices; impersonal relationships with students of color; and teacher negativity were identified as silent gate-keepers. As a result, educational institutions are encouraged to acknowledge inequities through data analysis; utilize equity data as a catalyst for self-examination of underlying racist perceptions, beliefs, and behaviors; and, take action to develop the capacity of educators to appreciate diversity. Additional recommendations for educator preparation programs to promote race conscious practices by new and aspiring educators are offered as well as suggestions for further study. [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/en-US/products/dissertations/individuals.shtml.]