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Among ongoing eforts to broaden participation in K–12 computer science (CS) education, the Advanced Placement (AP) Computer Science Principles (CSP) course receives a lot of attention. While prior research has shown increased participation among some his- torically underrepresented groups, little is known about how the course serves students with disabilities. This study examines participation patterns of students with dis- abilities in CSP courses across 230 public schools in Pennsylvania during the 2022–2023 academic year. Drawing on statewide enroll- ment data from 306 CSP courses, we conducted a series of statistical analyses to investigate relationships between student participation and school-level capacity factors identifed by the Capacity, Ac- cess, Participation, and Experience (CAPE) framework, including teacher experience, school funding, and locale. Findings show that many factors have a small, but statistically signifcant infuence. However, CSP courses labeled as AP were associated with signif- cantly lower participation rates among students with disabilities, compared to CSP courses without the designation. These fndings suggest that course labeling and underlying assumptions about aca- demic rigor may unintentionally limit opportunities for students with disabilities.