1. Problems Curriculum tracking has been viewed as one of the educational mechanism for selecting and socializing students to disparate roles. The dual school system of secondary education, which is made up of the general high schools and vocational high schools, has permitted schools to differentiate their curricula as well as to sort and socialize students to different occupational roles. Given this, an evaluation of the role curriculum tracking plays in structuring conditions of distributing students into positions in the social division of labor requires discussions of whether and to what extent academic differentiation in high schools relate to the existing class structure, prospect for labor market, and social mobility. 2. Purpose The study aimed at not only exploring the actual characteristics of student served by two different types of high schools, but also identifying some of the consequences of academic differentiation by examining the relationship of curriculum tracking to educational and occupational aspirations of the students. In addition, the syudy also attempted to discover the association of curriculum tracking with students' attitudes toward social inequality by investigating the degree of acceptance of sociad reward system resulting from education. 3. Methods The data for this study were collected from a questionnaire survey. The sample comprised 32 classes from 8 schools. A total of 1396 students responses were analysed in this study. The data were analysed by utilizing Crosstabulation, Two, Three-Way ANOVA, Multiple Discriminant Analysis, and Multiple Classification Analysis. 4. Results The major findings in this study could be summarized as follows: First, students from affluent homes were most likely to be found in the general high schools, while students with poor family backgrounds were most likely to be found in the vocational high schools, regardless of their academic performance level. Second, students who attend the same type of school shared a common set of expectations about their future career, regardless of their social class origin and present academic performance level. Third, students in the vocational high schools and those with poor academic performance in the general high schools expressed negative attitudes in accepting the legitimacy of social reward system attributable to education.