What appears inseparable in social reality and is often considered as belonging together in everyday understanding does not necessarily need to be taken into account in scientific analysis. This includes the subject of the volume: the contribution of family and peers to the emergence of educational inequality. It presents the results of a qualitative study that examined the emergence of educational inequality from the perspective of approximately 13-year-olds, their parents, and their friends. The book offers new empirical insights into the interplay between family and peers and their significance for the educational biographies of around 13-year-old students and for the emergence of educational inequality. Furthermore, the empirical and theoretical prerequisites of the study are thoroughly clarified, followed by the results.