Teach First is an educational charity that places graduates to teach in "challenging" schools for two years. It is marketed as an opportunity to develop employability while "making a difference". In this paper, I examine the process of class reproduction occurring in this graduate employment scheme through examining the discourses used in Teach First marketing and by Teach First participants. I begin by arguing that the Teach First participants interviewed as part of an evaluation were predominantly middle-class, and possessed social and cultural capital which had facilitated their access to the Teach First scheme. I then illustrate three processes of middle-class reproduction within Teach First. The first is the accumulation by participants of additional social and cultural capital. The second is the reproduction of middle-class values and stereotypes of the working-class other, and the third is the obscuring of middle-class advantage through discourses of "natural ability". I conclude that although well-intentioned Teach First participants worked extremely hard to combat educational disadvantage, their actions were twisted by class forces, and resulted in the reproduction of middle-class privilege. (Contains 3 notes.)