In many countries, among which the Netherlands, schools have to fulfill a civic task via which they prepare young citizens to navigate and sustain democracy. Little research has yet examined to what extent this preparation differs across students. Inequalities in educational opportunities can be persistent, and research increasingly covers the ways in which these inequalities manifest. Less often, however, lies the focus on inequalities in the civic educational domain. In this dissertation, I examined to what extent inequalities in civic educational learning opportunities exist, and to what extent these inequalities relate to the context in which these opportunities take place. I analyzed the 2016 data of the International Civic & Citizenship Education Study (ICCS), combining students’, teachers’ and principals’ perspectives from the Netherlands and other European countries, enriched with census and policy data. The findings together display a picture of inequalities in the civic learning opportunities that students perceive, depending on where students come from (i.e. their socioeconomic background) and where they expect to go (i.e. their educational orientation). These inequalities arise both within and between schools, suggesting a role for the kind of learning opportunities supplied, tracking, educational standardization and policy centralization. I position these findings in relation to broader debates about the educational functions that schools combine, and the role of (in)equality between citizens for democratic governance.