Drawing on discussions on extracurricular activities in interviews with eight students in elite secondary schools, this article aims to understand the experiences of young people navigating aspirations and identifications in the postcolonial, globalising context of Lahore, Pakistan. In this study, extracurricular activities are conceptualised as spatial and commodification practices of elite schools. A focus on third spaces and their relationship with cultural and structural influences is preferred for understanding students' experiences. Inductive thematic analysis led to three themes: students' reasons for participation and the role participation plays in accessing particular pathways; the role school administration plays in organising activities and popular selection criteria; and lastly, the ongoing negotiation with parents regarding participation and the social expectations of a student's behaviour. The study aims to offer an in-depth understanding of students' experiences in this context by raising significant questions while contributing to conversations pertaining to social justice, inequality, and mental wellbeing.