Among ongoing efforts 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 historically underrepresented groups, little is known about how the course serves students with disabilities. This study examines participation patterns of students with disabilities in CSP courses across 230 public schools in Pennsylvania during the 2022–2023 academic year. Drawing on statewide enrollment data from 306 CSP courses, we conducted a series of statistical analyses to investigate relationships between student participation and school-level capacity factors identified by the Capacity, Access, Participation, and Experience (CAPE) framework, including teacher experience, school funding, and locale. Findings show that many factors have a small, but statistically significant influence. However, CSP courses labeled as AP were associated with significantly lower participation rates among students with disabilities, compared to CSP courses without the designation. These findings suggest that course labeling and underlying assumptions about academic rigor may unintentionally limit opportunities for students with disabilities.