The history of international schools is long, but very little is known about this largely unregulated sector. Yet over previous decades, the issue has attracted renewed interest as more schools define themselves as ‘international’, either in regard to setting or the adoption of international curricula choices. Many schools do this under the premise that offering internationally recognised certificates and syllabus choices will augment the opportunities of learners, but it is also important to consider the lack of regulation of elite systems of schooling and other motives that drive schools to adopt international curricula and accreditation with international education bodies. This paper is premised on the notion that international systems of schooling often have outcomes that can both support learners but also drive inequity and instil advantage for the already privileged members of the education system. Although there are many contributing factors to inequality and hierarchies of privilege within international systems and settings, this paper will focus upon two key element as a means by which to explore the field of English-medium, international schooling in Australia: the importance of economic and cultural capital within the education system, and the related concept of marketing and market orientation in international school settings. Market orientation is defined as an orientation towards the market, putting focus on the customers, and past studies have shown a positive link between market orientation and organizational performance. However, little research has examined market orientation as a means by which to understand inequity in schooling.