After reviewing the importance of understanding tracking in terms of academic achievement and educational inequality, this paper describes a study that explored the day to day educational experiences of students in tracked classes and in heterogeneously grouped classes. The investigation focused on curricular content, instructional practices, and social interactions at different track levels in secondary school English and language arts classrooms. In the paper, the theoretical basis of the study is discussed, sampling and data collection procedures are described, and the study's results are presented in detail. Some of the findings include: (1) conspicuous differences exist in the quantity of learning time provided to students at different track levels; (2) in terms of topics of instruction, cognitive levels of skills and learning activities, and non-cognitive behaviors mentioned by teachers as part of instructional content, pronounced differentiation occurred among the tracked classes; (3) teachers of higher track students were perceived to be more enthusiastic and clearer in their presentations than were lower track teachers; (4) distinct differences could be seen in the kinds of social relationships and interactions that characterize classes at different track levels. These findings are held to be consistent with the views of theorists who articulate the cultural reproduction notion of schooling. (Author/GC)