This article is a theoretical discussion on five forms of cultural resources that constitute cultural capital for children in the meritocratic yet stratified society of Singapore. These five forms of cultural capital are namely "academic" tastes and leisure preferences, use of Standard English, access to and dispositions toward information communication technology, acquisition of learning skills, and confidence/learning dispositions. They cover two important aspects of cultural capital--namely objectified and embodied components--that may vary in levels with social class and that mediate the influence of social class on children's academic achievement. Equally importantly, the focus on one societal context--in this case, Singapore--recognizes the contextual specificities of cultural capital in form and consumption pattern among individuals.