Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.