Through a discourse of diversity, specialism, equality and choice, selective schooling is again on the UK education agenda. A previous selection policy operated between 1944 and 1964. The argument that some children are more suited to a vocational education and others to an academic one is evident now and then. This paper focuses on the life-histories of four "50-something" women sent to "bilateral" schools in Bristol, England. With children from the same primary school or street, they found themselves on differing sides of a divide between grammar and secondary-modern education. The paper explores the practices through which White working class children received contrasting experiences of the same school, where different gendered-classed identities, aspirations and expectations were constructed. The co-existence of firmly separated grammar and modern streams within one school allows an analysis of everyday practices of selective schooling, of the means by which one was constantly constructed against the other.