This dissertation is a study of the effect of education on political engagement. Though education is one of the strongest and most reliable predictors of political engagement, scholars know little about the mechanisms that connect them. I argue that to understand this relationship we must look beyond educational attainment and civics instruction. I demonstrate, with both observational and experimental studies, that the general communication skills adolescents practice and acquire across the school curriculum positively affect their political efficacy, their motivation to engage in political activity, and their civic engagement into adulthood. I then examine the distribution of opportunities to acquire these skills in American schools across time and social groups. Using nationally representative student and teacher survey data, I show how school policies, teacher decisions, and student characteristics structure skill practice opportunities. This dissertation thus brings to light one way in which education generates the patterns we observe in political participation and inequality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]