Although recently a great deal of effort has been made towards educational democratization, school is often blamed for contributing to the reproduction of social inequality. This study aims to contribute to the deeper understanding of social inequalities in school by examining the less “visible” social differences, those that are connected to cultural capital. Conducting a quantitative research, 350 questionnaires were distributed in eight primary schools of urban and rural areas in Argolida, in order to gather information about family educational practices related to the concept of cultural capital. The survey data revealed a correlation between social inequalities in education, place of residence (urban-rural areas) and cultural capital.