The paper analyzes the key groups in the primary field of education in relation to different interests, rationales and values using data from an online questionnaire with 437 respondents collected in Danish University Colleges for teacher training in 2009. When being asked to prioritize a list, parents of pupils, students in teacher training programs as well as teachers emphasized different competences, thus creating distinct sets of valued capabilities. Each bundle of particular competences mentioned in the survey is evaluated and related to the matrix of Martha Nussbaum’s set of ten basic capabilities. The analysis reveals that parents, students and teachers position themselves in two distinct areas in a multidimensional space following the space-concept of Pierre Bourdieu (correspondence analysis), where the parents emphasize capabilities closely related to school subjects (e.g. 'reading and writing' as part of the basic capability: "Senses, Imagination, and Thought"), whereas the students and teachers prioritize capabilities and dimensions related more closely to the social sphere and citizenship (e.g. 'understanding democracy' as part of the basic capability: "Control over One's Environment"). The main argument will be that this situation reveals different possibilities for the development of a just society by way of education.