This dissertation critically investigates how Advanced Placement (AP) U.S. History textbooks portray key events in Latino/a history. The investigation is made in light of claims made by the College Board, the ACLU, scholars, and federal and state governments that the Advanced Placement program is the path to educational equity for Latino/a students. The content of AP US History textbooks is analyzed for the portrayal of these key events: the Mexican-American War, the Spanish-American War of 1898, immigration policy of the 1920s, Mexican repatriation of the 1930s, and the Bracero Program. The method used to investigate these textbooks is historical narrative inquiry. This mode of inquiry uses recent and leading historical scholarship as a baseline for analysis. By comparing textbook narratives with leading scholarship, this analysis demonstrates that the textbooks promote mainstream viewpoints that avoid frank discussions of race and racism, omit links between immigration and the labor needs of the capitalist economy, and promote the myth of the U.S. as a monolingual country. [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.]