This study examines to what extent the cosmopolitan ideals venerated by international schools are subverted by the neoliberal realities of the current education system. The study utilises Pierre Bourdieu’s theories such as field, habitus and capital to frame the results. The growth of both International Schooling and the IBO (International Baccalaureate Organisation) has shifted international schooling from a niche sector of education into one which has broad implications for governments and providers in both the public and private sectors. For the purposes of this study, a case study approach was utilised which examined the thoughts, opinions and beliefs of students, parents and teachers within an established K-12 IB world school, situated in Thailand. Data was collected through both focus groups and individual semi-structured interviews. In addition, a comparative website analysis was undertaken of the six K-12 IB schools in Thailand. Findings suggest that the different stakeholders believe that attending an IB school confers significant capital to students, especially in regard to accessing Western universities. The study also highlighted some of the tensions evident between the cosmopolitan ideals of the IB such as the Learner Profile and Service Learning and the parental and student expectations of attendance at an elite IB world school. The website analysis highlighted a disproportionate focus on exam grades within the schools studied. It also underlined the disproportionate number of white leaders undertaking senior roles at these schools. The study also highlights some of the policies and practices which need to be addressed if the IB and international schools are to meet their holistic, equitable goals. The study concludes with areas of necessary further research needed to further understand this rapidly developing area of education