Although a rich tradition of mainly U.S. and U.K. research focuses on the nature and effects of tracking students within schools, little research has investigated the importance of tracking students in the same or in separate schools. The authors used data from a unique, representative survey in Flanders (Belgium) to examine how students' study involvement varied between multilateral schools (in which all different tracks are offered) and categorial schools (in which only particular tracks are offered) and whether the relation between track and study involvement varied between these school types. Multilevel analyses of data gathered in 2004 and 2005 from academic and vocational third and fifth grade students in a sample of Flemish secondary schools showed that vocational students had slightly lower study involvement in multilateral schools. Although academic students were more study involved than vocational students, this difference was larger in multilateral schools than in categorial schools. The data suggest that in multilateral schools, vocational students compared themselves with academic-track students, consistent with the hypothesis of increased status deprivation, resulting in even stronger antischool attitudes. The implications of these findings for further research and social policy are discussed. (Contains 7 tables, 1 figure and 1 note.)