This study explores a pathway from social origin at adolescence to numeracy acquisition in young adulthood. A variation associated with vocational track attendance and numeracy acquisition between two different traditions of education systems is identified; namely, between education systems of German (Austria and Germany) and English (UK and US) speaking countries. Key results demonstrate that tracking at the level of upper and post-secondary schooling is closely related to skills gaps that affect labour market outcomes. This implies that vocational programme graduates achieve comparatively weaker in numeracy tests in German-speaking countries. In contrast, this effect of disadvantage in numeracy skills is not observed among young adults attending vocational tracks in English speaking countries. Also, the results suggest that a more stratified system might reinforce social inequality by increasing a skill gap in the use of numeracy in daily life. Drawing on empirical findings, the discussion underscores that policy interventions are necessary for mitigating the reproduction of skills inequality among young adults.