This paper argues that whereas the social relevance of attitudes towards education is commonly confined to their direct impact on educational aspirations or attainment, attitudes may also impact on educational success in a way similar to cultural capital. Survey data were used to assess the support for three different attitudes with respect to the perceived value of attending school among youngsters (n = 853) following secondary education in Flanders (the Dutch-speaking part of Belgium). The results revealed substantial differences according to the pupils' cultural capital, time perspective, personal educational experiences and social mobility. These findings are taken as a starting point for a broader discussion about how attention to attitudes may enable us to account for the power struggles in which the educational field and the teaching profession are involved.