This study examines the disparities in educational access between segregated and integrated neighborhoods in Ahmedabad, specifically examining the school choices available to residents. First, it explores the divergence in school preferences and choices within the Muslim and the Non-Muslim students attending schools in the city. Second, it examines the community members’ perceptions regarding the impact of these differential access and choice patterns on critical societal factors. These factors include intergenerational mobility, educational equity, social cohesion, the exercise of citizenship rights, and the overall functioning of democratic principles. The theoretical framework of the study is based on spatial analyses of everyday practices, rights, urban reforms and disaggregated understandings of the government programs and policies. Methodologically, the study is based on 18 interviews to gather qualitative data on school choices, access, schooling experiences, and computation of dissimilarity, interaction and isolation index to map divergence in school access and school choice. These are combined with analysis of newspaper articles, websites and government policies. The findings of the study suggest that schools in segregated neighborhoods tend to be more segregated than schools in mixed neighborhoods. The main contribution of this research is its rights-based approach, which conceptualizes school choice and educational disparity as dynamic, relational realities, embedded in a dialectical relationship of everyday practices, social relations and power. It underscores the importance of understanding school choice within the constraints of its social, cultural, and economic milieus, and contextualizing the agency of individuals within the broader social context.