Since the Human Genome Project mapped the gene sequence, new biological sciences have been generating a raft of new knowledges about the mechanisms and functions of the molecular body. One area of work that has particular potential to speak to sociology of education, is the emerging field of epigenetics. Epigenetics moves away from the mapped genome and the search for causes of disease and difference in candidate genes and gene variations across the genome, and towards understanding how environmental factors bring about molecular changes that regulate genes and impact their expression. Put simply, epigenetics is exploring how the environment influences what genes do. There has been very limited direct engagement to date with epigenetics by the field of education. In this article, the author discusses a selection of texts that she believes are highly relevant to the field of education, and to sociology of education in particular, but which are more or less removed from the field. These are David Moore's "The Developing Genome," which is a particularly helpful epigenetics primer that will be useful to anyone wanting to obtain a science-eye view of the field; Maurizio Meloni's "Political Biology," which offers a compelling treatment of epigenetics as unavoidably political; Celia Roberts' "Puberty in Crisis," which demonstrates how a 'bio-psycho-social' reading challenges established policy, public and feminist thinking about early sexual development; and Samantha Frost's "Biocultural Creatures," which is a feminist posthumanist account of the human that demonstrates the inseparability of the biological and the cultural. Together, these texts begin to suggest what is required for and what might be achieved through biosocial approaches in education.