In recent decades, under the mutually constitutive processes of neoliberal urbanization and globalization, Vancouver has radically transformed and become a serious contender for the title of "world-class city". Against the background of this socio-spatial force reconfiguring the city, I explore how the city's unique development of "mini schools"--small and selective public schools within larger urban public secondary schools--has been transforming the meanings, practices, projects and imaginaries of the city's communities. I conducted a multi-sited ethnography using an interdisciplinary methodological framework to critically examine how such transformation is carried out. My ethnography focused on the dismantling of long-standing connections between the school and the neighbourhood within the context of the emerging local education market, and how this process unfolds in young people's lives and self formation. This paper draws from Raymond Williams' socio-cultural theories, and Nikolas Rose's theory of the new styles of "government through community". I use these theories together in order to bring forward a nuanced understanding of the new projects of "global city communities". I focus on how these new projects are manifested in young people's complex experiences of Vancouver's mini schools. The outcomes of this study will illuminate the ramifications of the education market on the new dynamics of intra-urban social disparity and polarization in global cities. (Contains 2 notes.)