Description: The university environment can be construed as a game, with multiple quarters and active matters such as financing and the ideal of efficiency, as well as players, such as university staff and students. It can be further construed that in order for a student to succeed in this field, the student needs certain skills and capitals as well as the ability of to play by a certain set of rules (see f. ex. Bourdieu, 1986, 1996; Bourdieu & Wacquant, 1995.). This presentation focuses on one of the capitals, namely cultural capital, and examines the effect this has on one form of success, namely that of the time it takes for students to complete a master's degree as well as the age of graduation. The study uses Bourdieu's theory as a frame of reference. Methodology: Presented study is a part of a Ph.D. study focusing on time-to-degree and issues related to it. In the study an ex post facto criterion group design was used, where the criterion group consisted of students, whose time to the completion of a master's degree was among the 18% fastest graduates in their respective faculties. The control group was collected using a stratified sampling method and consisted of students whose time to a master's degree was either average or slower than average in their respective faculties. Both groups had approximately 520 graduates. All students graduated from the six faculties of the University of Turku in the years 1999-2001. These faculties are Medicine, Law, Education, Natural sciences, Humanities and Social sciences. The data was collected by a survey conducted to both groups in 2002 consisting of questions about their background, approach to their studies and so forth. Also statistics on the graduates' time-to-degree, credits gained and thesis' grades were used. Conclusions: The respondents were profiled using K-means cluster analysis into four different profiles named inheritors, independents, interested and disinterested. These profiles differed in a significant way both in reference to time to the completion of a master's degree as well as to the age of graduation. The profile disinterested was both the fastest in completing their studies as well as youngest when graduating and the profile interested was slowest in graduating as well as oldest when graduating. These results show that cultural capital, as well as the variables comprising it, does effect the time to the completion of a degree and the age of graduation. However, some aspects which enhance a student's cultural capital, such as cultural interests (see f. ex. Bourdieu, 1986), seemed to hinder the graduation process, while others, such as parents' high educational background, seemed to promote it. The results seem to indicate cultural capital, as well as the variables comprising it, does effect educational attainment, but in a complex way.