This report examines the factors influencing the implementation of Advanced Placement Computer Science Principles (AP CSP) across Chicago Public Schools (CPS), aiming to address inequities in advanced computer science (CS) education. While the foundational Exploring Computer Science (ECS) course is the primary course used to fulfill a districtwide graduation requirement, only about a quarter of CPS neighborhood high schools offer the next-step AP CSP course, disproportionately limiting opportunities for students who may have an interest in CS learning beyond the ECS level. Semi-structured interviews were conducted in the spring of 2025 with 21 CPS staff members (administrators, schedulers, and CS teachers) from 17 schools, revealing drivers and barriers to offering AP CSP. Key findings show that the most significant drivers of course adoption are teacher and student interest, often in combination with a school community’s desire to expand advanced course offerings. Conversely, the most common barrier is the lack of a teacher on staff with the necessary capacity or availability to teach the course. Other challenges include difficulty fitting the course into the master schedule and the availability of necessary technological tools. The interviews also reveal that staff generally believe CS learning to be essential for all youth, despite the fact that persistent access issues remain; district data, for example, shows Black students are severely underrepresented among AP CSP exam takers. Responsive strategies exist for CPS and the research-practice partnership Chicago Alliance for Equity in Computer Science (CAFÉCS) to provide targeted support—such as offering additional professional development, addressing teacher capacity, and correcting policy misconceptions—to achieve equitable expansion of AP CSP across all high schools.