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This paper explores the uneasiness felt by students at selective, expensive French business schools when faced with environmental issues. A clinical survey based on interviews, observations, and documentary analysis of schools’ websites illustrates that school education combined with associative activities trains students to deal with contradictions and thus confers a certain privilege. This article suggests the hypothesis that those prestigious institutions respond to the pressure of the ecological emergency but support the deployment of defense mechanisms allowing students to avoid ecological anxiety and access a career as a top manager at the same time. This paper focuses on the way these young people make sense of their actions: they criticize the school policy but they rely on institutional arrangements. They avoid thinking about their impact on society and secure their dominant position while projecting themselves into a future activity that respects their values and the planet.