This article presents analytical considerations for the discussion of issues of access to education and inequality. It first sharpens the concept of access and inequality by pointing to the interplay of structure and agency as well as to processes of social differentiation in which differences are constructed. This implies a critical view on "access" not as something that is simply given in educational systems or as something students "have." Referring to interactional and intersectional considerations, the more comprehensive concept of "accessibility" is suggested, which points to the process of making education accessible. Second, the chapter distinguishes and discusses four levels of analysis to be considered, while providing a review of the existing research and putting into context the research findings of the European research project GOETE. In the concluding section, accessibility is discussed as requiring a multidimensional and multidisciplinary theoretical approach.