The paper takes its point of departure in a project carried out in a collaboration between The Danish Evaluation Institute and a suburban Copenhagen school district. The project deals with how the patterns that reproduce and produce inequality of opportunity, and especially the link between social background and educational achievement, could be rearranged and broken. The intervention of the project is based on a program theory developed through collaboration between evaluation consultants, researchers and the program staff. The program theory represents a series of assumptions about how the intervention will affect children’s opportunities. The paper discusses the perspectives and effect of a program that is based on the assumption, that the educational achievement of children can be improved in a program that implies: - development of strategies and cultures across institutions in a school district - an intervention in the group of children as a whole - a focus on enabling the children to participate in and profit from formal and informal communities of learning