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Significant social class and race variations across the United States in school quality and resources have been well documented in the social science literature. This study contributes to this body of work by investigating differentiation in curricular availability. While some prior work has shown significant curricular opportunity differences within schools (i.e. through tracking), this project considers whether curricular availability itself varies across schools. My analyses focus on variations in the availability and use of college-preparatory and vocational courses. Most centrally, I examine whether differences in the curriculum offered at a school are related to the social class and racial composition of the student body, but also type of locality (i.e., rural, urban, suburban) and school (i.e., public or private). Findings suggest significant school inequalities in curricular options nationally. Most importantly, the race and social class makeup of a school hold important implications for the type of curriculum made available to students and enrollment behaviors. Students attending predominantly poor schools are less likely to have access to the challenging, advanced placement coursework needed to compete academically at the collegiate level as well as later in the workforce. Curricular opportunities a