This paper explores the educational and migrational pathways which a number of middle-class women from Bangladesh took as they grew up in the 1980s and 1990s. It draws on qualitative research, conducted between July and November 2011, with highly educated Bangladeshi women who migrated to Britain in the early 2000s. French Sociologist Pierre Bourdieu's critique of education, as a means of middle-class social reproduction [Bourdieu, P., and Jean-C. Passeron. ([1977] 1990). "Reproduction in Education, Society and Culture". 2nd ed. Translated from the French by Richard Nice. London: Sage], and his notion of "academic capital" [Bourdieu, P. 1984. "Distinction: A social Critique of the Judgement of Taste". Translated from the French by Richard Nice. London: Routledge; Bourdieu, P. 1986. "The Forms of Capital." In "Handbook of Theory and Research" For the Sociology of Education, edited by J. G. Richardson, 241-258. New York: Greenwood] are applied to this empirical data. While the participants' experiences of early education confirms Bourdieu's arguments, in terms of the centrality of the family's educational and cultural capital in making a qualitative difference to their children's academic achievements, the analysis of the participants' higher education complicates this picture. Here, the paper calls Bourdieu's umbrella term "academic capital" into question. The author suggests that three categories of academic capital were needed to explain the different and unequal "value" of the participants' academic qualifications before and after migration. These are--elite, standard and general. Through this exploration of these women's educational and migrational pathways, and the classed and gendered nature which many of them took, this paper seeks to further the feminist project of making Bourdieu's theories "useful" in understanding contemporary issues which affect women's lives (Adkins, L. 2004. "Introduction." In "Feminism After Bourdieu", edited by L. Adkins and B. Skeggs, 110-128. Oxford: Blackwell, 3).