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The education policy in Iceland emphasises inclusive and comprehensive education for all, and upper secondary schooling is open to all students throughout their lifetime. However, schools set their own admission policies, and some are selective. High-status schools are traditionally those that offer only academic programmes that prepare students for university, while comprehensive schools that include vocational programmes are considered less prestigious. The aim of the chapter is to explore how the institutional governing structure of school and programme selection perpetuates and reflects social inequalities. Systematic patterns in students’ school and programme choices based on their social and economic background, academic achievement, and educational expectations were analysed. In a longitudinal cohort study, questionnaires were administered to all students at the end of compulsory education in …