This article argues that existing studies on cultural capital and educational success fail to distinguish the different channels through which cultural capital promotes educational success. Following Bourdieu, the article proposes that for cultural capital to promote educational success three conditions must hold: (1. parents must possess cultural capital, (2. they must transfer their cultural capital to children, and (3. children must absorb cultural capital and convert it into educational success. This research develops an empirical model that analyzes the significance of the three effects with respect to Danish children's choice of secondary education. Denmark is well-suited for this study because access to secondary education is particularly meritocratic. The empirical analysis shows that all three channels through which cultural capital affects educational success are important. (Contains 4 notes, 5 tables, and 1 figure.)