Students graduating from elementary education are suggested to attend different kinds of high schools via track placement. According to conflict paradigm, this process is misleading and those students coming from low socioeconomic status are directed to vocational education instead of academical programs. In the process of track placement, counselors use the process of cooling out students who wish to continue academic programs. This research aims to determine if this process is practiced in Turkey or not. The participants of this research are final year students from randomly chosen classrooms in low, middle, and upper socioeconomic schools in Fatih district in Istanbul. The results indicate that high socioeconomic status students' achievement is higher than low and average socioeconomic status students' achievement. Moreover, while the class achievement predicts SBS scores, the socioeconomic status of schools predicts the type of schools suggested to students. According to these results, low socioeconomic status students are tracked placement to vocational and technical high schools. These findings are in line with the conflict paradigm in educational sociology.