Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated the nature of school choice policies, few studies have looked directly at marketing language or materials to probe the meanings of the sales pitches used by schools to recruit students for selective enrollment programs. This study aimed to develop understandings of meanings that emerge from the marketing discourses of specialized secondary programs. It draws from document analysis (Prior, 2003) and multi-modal social semiotics (Hodge & Kress, 1988; Kress, 2010) to investigate the marketing of IB Programmes in two U.S. high schools. American schools operate within the quasi-market education system and engender business ideologies meant to attract program participants and supportive parents. The policy discourses of school choice are maneuvered into marketing narratives to shape the 21st century student-subject.