Aim. The study analyses the transmission and negotiation of cultural capital in fatherson relationships based on young men’s narratives. It focuses on family communication, mutual support, ways values and norms are transmitted, and the role of school in mediating between family habitus and individual educational trajectories, shaping aspirations, educational choices, and identity. Methods and materials. The study adopts a qualitative approach. The empirical material consists of 143 narrative interviews conducted with men aged 18–25 who are transitioning from education to professional adulthood. The data was analysed using qualitative thematic narrative analysis, focusing on identifying patterns of meaning, ways of interpreting experiences, and categories related to father-son communication and education. Results and conclusion. The findings indicate that the transmission of cultural capital is dynamic and negotiated. In the participants’ narratives, the father appears as a guardian of educational aspirations, a guide to the social world, or a distant figure whose absence also structures biographical experience. Participants actively reinterpret paternal messages by selectively accepting, modifying, or rejecting them. School functions as a mediator, enabling both reproduction and transformation of cultural capital. The father-son relationship constitutes a significant space for shaping cultural capital, where mechanisms of reproduction and transformation coexist. Communication — both present and absent — plays a crucial role in shaping educational aspirations and social identity. The findings highlight the importance of a dialogical model of fatherhood and the potential of school as an institution supporting the negotiation of cultural heritage.