Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher, but have no discernible association with completing Algebra II or higher. Importantly, significant disparities exist in these associations, with underprivileged, underperforming students often experiencing limited access to advanced math courses due to exit exams.