Pierre Bourdieu has argued that class position is maintained over time through what he calls strategies of reproduction. But most reproduction theory deals primarily with the effects of schools on the working classes; the role of the dominant classes in the process is seldom studied. The inevitability of change requires that elites adopt and channel innovation to retain control over emerging forms of knowledge. In this paper we examine how private secondary boarding schools and their students have responded to the emergence of microcomputers. Using field data from visits to 48 private secondary boarding schools and survey data from a sample of 2,475 students, we analyze the nature of computer facilities, the frequency of use, and the social attributes of frequent users at such schools. We distinguish between symbolic and instrumental acquisition of cultural capital and consider the implications of our findings for class reproduction.