Sociological studies using Bourdieu’s concepts have burgeoned in recent years. Th e growth of Bourdieuphiles (to use Lamont’s (2 012: 229) description of Bourdieu’s devotees) refl ects the increasing popularity of Bourdieu-inspired research and researchers within the fi eld of social science in general, and sociology in particular. Yet, despite their international reach and popularity, Bourdieu’s theoretical concepts are rarely utilized in studies in Africa exploring parents’ school choices and aspirations for their children. Th e few Bourdieu-inspired research project in postcolonial contexts have focused on the political ( Burawoy and V on Holdt 2012) and literary (D alleo 2016) fi elds rather than the microsocial processes of social class reproduction and elite identity formation and/or preservation more specifi cally. Th is chapter refl ects on a recent research project on Nigerian elite parents which applied Bourdieu’s concepts to understand how parents’ aspiration of transforming their children into transnational elites, while reproducing their social positioning at the same time, was realized through the consumption of ‘white’ schooling.