Asian American Pacific Islander (AAPI) students are often characterized as model minorities. However, AAPI students represent many diverse communities and a wide spectrum of achievement. Each AAPI culture may experience varying levels of biculturalism and acculturation that can influence students’ academic success. This quantitative study disaggregated and analyzed 2008 standardized CAT/6 seventh-grade reading and mathematics test scores by five AAPI cultures (Chinese, Korean, Filipino, Laotian, and Samoan). Common themes emerged and differences among cultures became evident. Students’ test scores were analyzed using variance, correlations, and multiple linear path analysis models. Results showed students in each culture performed differently than other cultures depending upon: parent educations’ level, participation in a lunch program, gender, home language, and English language proficiencies. Path analysis models revealed the relative magnitudes of each variable’s influence on students’ mathematics and reading scores. Variables showed differing degrees of influence among cultures; however, individual student capabilities and English proficiency were consistently the two highest ranked factors influencing student success. Laotians and Samoans often departed from the trends of the other cultures. Administrators and policy makers should disaggregate data to examine their student population. Finding struggling students, even in a group of otherwise thriving students, will help all students receive an equitable education.