College for All approaches to secondary education have gained prominence over recent decades. This trend has resulted in scholarly criticism. College is inappropriate for many students, and insisting that all students attend ensures failure, frustration and debt. The College for All policy, intended to enhance democratic equality and undermine human vulnerability, may thus achieve neither of its goals. However, the alternative to College for All, which the authors label College for Some, is equally wrought with challenges. Approaches that emphasize tracking, for example, inevitably stratify students along capitalist hierarchies. Ultimately, the authors argue that neither College for All nor College for Some practices will enhance social equity as currently applied. Instead, the authors put forward a 'Justice for All' approach that borrows from critical pedagogy and suggests college preparatory practices elevate concerns of social justice to prepare students to advocate for democratic equity regardless of postsecondary pursuits.