Since articles on school choice naturally tend to concentrate on outcomes from various "initiatives," they tend to offer little by way of theoretical advance in the manner in which choice policy is understood or in the way school choice is actualized within families and how students are thought to benefit from it. Against a political backdrop in England of growing consensus for what is coming to be known as "the Swedish model," this article integrates Sen's early work on capability into policy discussions on school choice, suggesting that revisiting the field from such an approach may offer a better framework for understanding the relationship between school choice and student well-being. (Contains 1 table and 6 notes.)