In the interests of democracy and democratic equality, experiences of education ideally should not increase the inequalities of future democratic engagement (interest in politics, future voting or protest) (Van de Werfhorst 2009). We might even wish that it could reduce them. However, this paper will present findings from across Europe that indicates an association between taking Vocational Education and Training (VET) and lower democratic outcomes in particular regarding voting intentions. The paper is based on analysis of quantitative data collected from upper schools in four countries – Denmark, England, France and Germany. The central argument is that when schools are divided into distinct groups and in this case between VET and general education both the formal curriculum and the social learning experience of the two groups differs and this enhances differences in values, attitudes and behaviour (Van de Werfhorst 2007 and Stevens 2002). In addition, the feelings of failure associated with taking the VET route lead to a reduced sense of self-efficacy. In countries which are less individualised and failure is less attributed to the individual the self-efficacy of individuals is much less influenced. Implications for policy and practice on vocational education and training are discussed.