This article analyses how parents’ cultural and economic resources reinforce social inequalities by playing an important part in the choice of children’s schools. The author examines in particular the educational practices of two sections of the upper middle classes, “technocrats” and “intellectuals”, and notes that in different ways the two groups anticipate, implement and support different types of choice – residential, private or state schools – which enable them to maintain and extend their advantages vis-à-vis other social groups. These inequalities are all the more difficult to reduce in that the processes that help to create and maintain them take place out-side the school environment.