The purpose of this study was to determine the strategies and practices used by veteran AP English Language and Composition teachers in South Georgia Title I high schools in rural communities with an AP open enrollment policy. The participants for this study were volunteer AP English Language and Composition teachers from qualifying school districts. Data were collected through personal data forms, interviews, non-participatory observations, and document analyses. The inductive analysis model was used to analyze data collected from the interviews, observations, and documents. The key findings of this study were that participants have been influenced by a variety of sources from professional and personal experiences and that they practice strategies based on a variety of composition theories. Participants agreed students’ lack of knowledge hinders their ability to help students successfully prepare for the rigors of the AP English Language and Composition exam. They also agreed time and school constraints can limit the effectiveness of their courses.