Over the past two decades, remarkable strides have been made in examining, documenting, and incorporating race and gender issues in history courses, but it is time to take a look at the ways in which these curricular and pedagogical changes have impacted the Advanced Placement United States History Examination. This paper focuses on three interrelated issues: first, the inclusion of race and gender questions on the examination; second, the steps taken to ensure that the exam is fair to all candidates; and three, the performance of women and minority students on the examination. Similarities and differences between female and male educational learning styles and achievements is an intriguing and perplexing problem. Several studies have documented that girls have greater verbal ability while boys have stronger quantitative and visual skills. Standardized test results indicate that on history examinations women, African Americans, and Hispanic students tend to perform better on questions that do not include quantitative analysis or maps, charts or graphs, while Asian students score higher on questions not dealing with cultural issues. A solid understanding of these group differences is the first step in constructing a fair test. Standardized tests need to evaluate accurately a student's understanding of specific content matter while minimizing the influence of other factors wherever possible. In this paper, the author examines two interrelated issues concerning race and gender equity: First, the steps taken to ensure the fairness of the AP United States history examination, and second, the performances of women, African Americans, Hispanics, and Asians on past AP United States history examinations. She starts with a brief overview of the exam format and content specifications, then describes Educational Testing Service's (ETS) fairness procedures, and finally reviews data on candidate performances on the exam. (Contains 3 tables and 5 notes.)