In "Orange Juice or Orange Drink?," the authors provided evidence that many students are receiving credit for courses with little indication that they have learned the content implied by the course titles (Dougherty, Mellor, & Jian, 2006). Yet in pursuit of the goal of preparing all students for college and careers, many policymakers have focused on the very strategy that the "Orange Juice" paper implied may not work: simply putting students into courses with the right titles. This paper discusses the inadequacy of strategies based on student course-taking unless policymakers also pay sufficient attention to course "rigor" and to students' academic "preparation" in elementary and middle school that makes them ready to benefit from rigorous courses in high school. A bibliography is included. (Contains 4 footnotes.)