Studies have found that there is a college access gap for students of color in P-16 education. I utilize Perna's (2006) integrated college access model in exploring college admission's knowledge of college preparation in education. The present study uses qualitative questionnaires to measure diversity college admission professionals' (DCAPs) definitions of college readiness, college-going culture, and college access. Findings suggest that DCAPs are aware of the opportunities and challenges in promoting urban college access. This can lead to researching DCAPs as an informative stakeholder in the college access gap. The implications of these findings for college counseling will be discussed.