This paper argues that the acquisition of bodily capital is not solely dependent on the individual's innate physical capital, it also depends on how the body is managed. With opportunities to participate in sport differing significantly, social and economic issues play a key role in the acquisition of bodily capital. The quantities and forms of physical capital acquired by individuals are influenced by one's social class position, with the dominant classes providing opportunities for their offspring to acquire an abundance of physical capital and placing an emphasis on the cultivation of this embodied capital from a very early age (Evans, J., & Davies, B. (2004). The embodiment of consciousness: Berstein, health and schooling. In J. Evans, B. Davies, & J. Wright (Eds.), "Body, knowledge and control" (pp. 207-218). London: Routledge). Employing a cultural structuralist theoretical model to explain social-class-related inequalities in physical education and sports provision in second-level schooling, this paper provides fresh insights into the class-specific physical education and sporting practices in elite schooling. In documenting the cultural distinctiveness of the physical education and sporting model in an Irish elite boarding school, insight is provided into the role of the physical curriculum in enabling elite educated students to acquire the most valued forms of physical capital.