In the 1950s and 1960s, the Department of Education of the Museum of Modern Art (MoMA) in New York reached the pinnacle of success. Within a span of a few months, however, programs were canceled, the staff of 40 was given notice, and their office and gallery spaces were reassigned. The evidence suggests that MoMA's staff fractured along class lines, with the museum's board, administration, and curators on one side and its education staff on the other. Using Pierre Bourdieu's concepts of symbolic capital and cultural reproduction, and the theory of the artworld proposed by George Dickie, this article explores the possibility that class struggle played a role in the education department's demise.