Purpose: Previous research has noted that first-generation, low-income (FGLI) medical students experience “everyday forms of classism” because their social backgrounds are different from the typical medical student. 1,2 The reason for this difference is often described as FGLI students not having the right social capital 3 in the elite profession of medicine. 4 This study argues that not just any social capital creates classism in medical education, but specifically time as a form of social capital creates this system. Method: Using Sallee’s ideal worker theory 3 as a theoretical framework, this critical study explored the professional identity experiences of FGLI medical students. The ideal worker theory asserts that institutional structures, and the assumptions that lie beneath them, advantage some groups over others because those who are able to meet these expectations are better prepared to become an “ideal worker.” Data collection and analysis relied on a constructivist grounded theory approach, in which interviews were collected from 19 FGLI students from across the United States. Interview data were coded by a team of researchers for moments when students talked about how their status as FGLI students relates to time. Time was used as the unit of analysis because participants frequently referenced time when specifically discussing their struggles to meet the profession’s expectations. After the initial analysis focusing on where and how time was used, data were then categorized by how having time/not having time impacts them as physicians in training. Results: The results show that FGLI students expressed time as social capital in 3 ways. First, they indicated that because their parents had not completed higher education, they needed more time to figure things out in medical school. For example, participants discussed spending copious amounts of time trying to understand how to apply to medical school, learning how to create social networks, as well as having to explain medicine and their experiences as a medical trainee to their family members. Second, participants also described needing extra time because they had outside community commitments. Many were obligated to assist others in their family or neighborhood with their education. For example, many provided ongoing support to friends and family interested in a career in health care. They also had cultural expectations in their family and home life, which compromised their study time, and also needed to care for younger and older family members. Third, participants described that because they lacked economic resources, they were not able to take time for wellness and relaxation, such as vacations. They also described having to work to support their journey to and through medical school, which impinged on study time. Finally, because they relied on public transportation, essential activities of daily living such as laundry and grocery shopping took twice as long. Discussion: This study shows that in trying to meet the profession’s expectations as an ideal worker, FGLI students needed extra time, a form of social capital that is afforded to non-FGLI students by virtue of their relatively privileged familial background, but denied to those students whose parents either lack higher education or economic resources. As such, the time needed for FGLI students to meet medical education’s expectations is one of the mechanisms that helps to create, maintain, and reify medical education as a classist system. Significance: Although medical education has been previously labeled as a classist system, 1 how this system is created and reproduced has not been explored. This study demonstrates how time is the mechanism for keeping this system in place.