Especially in research on the "classed practice" of educational decision-making, it is striking how the Bourdieuian concepts of habitus and capital have dominated. With a tendency to focus on the middle-classes' ability to accumulate and deploy cultural capital, less attention has been given to the role of the educational institution and its place in the field. This article draws from interviews and field notes taken from time spent within a fee-paying school in the south of England. I argue that the school and parents are engaged in the production, display and consumption of cultural capital. Through Bourdieu's notion of "doxa" we gain an understanding of how the school and parents negotiate a very particular classed practice. (Contains 3 notes.)