In this chapter we argue that the duo of school choice (parents) and selection process (schools) not only establishes insurmountable borders between this group and the rest of the population but also signals key differences within the most privileged groups that are worth describing in detail. These internal differences convey more profound ways of establishing boundaries between groups, reinforcing certain subjectivities that may fit with what is expected for their children's future, that is, their likely social position and contribution to society. The values described in reference to expectations from these kinds of educational institutions account for conceptions of leadership and self-assurance, primarily in the private sector but also in senior positions within public administration. Regardless of whether these two ‘competences’ stress competitiveness or collaboration/empathy, they are key characteristics that anyone in decision-making positions should exhibit. We identify three narratives: a group who describe a set of institutions that prepare children to become ‘good people’, another group who stress that educational institutions should be focused primarily on academic achievement, and finally, a group of interviewees who are particularly concerned with what they describe as ‘personal development’. These three narratives show the ways in which internal conflicts or tensions are managed.