Contemporary educational reformers strive to balance education for some (elite knowledge workers) with education for all. British and Danish policymakers resolve this conflict in different ways that resonate with long-term cultural frames. British politicians applaud vocational education but devote few resources to it. Efforts to equalize schooling focus on rewarding winners from the working class, but these interventions do little to develop skills for nonacademic learners. Denmark devotes more resources to vocational education, yet reformers have problems meeting the contradictory needs of high and low-skill workers, and immigrants are disproportionately represented in the ranks of the poorly educated. Cultural legacies echo in young people’s views of education in an internet survey of 2100 British and Danish young people. British respondents support national quality standards and uniform curricula more than Danish ones, who prefer individualized learning experiences. Danish students are happier with their educational experiences, support educational investments to strengthen society, and appreciate practical, real-life skills. Upper-secondary vocational education students are more likely to report obtaining useful skills than their British colleagues. Yet Danish NEETs feel shut out of the core economy and their exclusion may be more agonizing because it goes against the historical commitment to a strong society.