The purpose of this study is to extend the literature on cultural reproduction theory and schools by problematizing the relationship between student background and student achievement. Using Program for International Student Assessment 2012 data, we analyze a series of random effects analyses of covariance to test the relationship between student social and cultural capital variables and student opportunity to learn (OTL) in math class for US 15-year-olds. By examining the relationship between student capital and OTL, we call attention to the role of schools in providing differential learning experiences to students, which helps to explain disparate achievement outcomes. Findings support the cultural reproduction perspective by demonstrating that students who have more access to normative education-based resources outside of school and academically aligned social networks tend to report more opportunities for problem solving and student-oriented instruction during math lessons. These results can help practitioners and policymakers identify and address patterns of stratification and inequity in schools.