Students enrolled in world language classes experience many positive academic and developmental outcomes, and world language classes are often gateways to institutions of higher education in the United States. However, not all learners have access to world language classes. Differences in language class availability exist not only between school districts but also within individual districts. The purpose of this study was to explore world language offerings and middle and high school enrollment patterns across different school contexts in four large local education agencies in North Carolina during the 2013-2014 academic year. Findings indicated that more choices and levels of languages were offered in schools where 50% or more of the students were white. In addition, results from chi-square tests revealed that African American and Latino male students were consistently underrepresented in world language classes. Implications for students and policy makers are discussed.