Almost 25 years ago, Bourdieu and Passeron (1977) explained how educational systems foster a "misrecognition" of the part that schools play in social reproduction. They noted that it is to the advantage of the dominant elements of society and educators themselves to perpetuate a strong belief in the legitimacy of schools as institutions that facilitate upward mobility, although, in fact, they do not. This article explores how loose coupling in school organizations serves the purpose of misrecognition and social reproduction. Although other sources of misrecognition and reproduction are acknowledged, it is proposed that loose coupling among various elements and processes in schooling both contribute to and conceal the failure to provide access to higher status for members of groups outside mainstream society. Recent efforts to change schools through systemic reform, including standards and high stakes testing, are considered in light of their likelihood to reinforce or disrupt misrecognition.