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Prior to the 2000s, research studies on adolescent socialization were few and far between; since that time, and in connection with changes in family socialization and the advent of digital practices, the number of such studies has risen considerably. This article apprehends adolescent experiences at school and in leisure activities, analyzing the connections between the two spheres and emphasizing the digital dimension while identifying the major ways in which those experiences differ. The aim is to grasp in statistical terms the main logics that structure adolescent experiences of school and leisure while generating their own socializing effects, which extend beyond social and gender differentiation. Drawing on a questionnaire survey of 3,356 students in their third (penultimate) year of middle school in France, the study distinguishes three profiles of schooling and leisure experiences combining school culture, “cultivated” culture, youth cultures, and digital culture. The analysis brings to light distinct types of cultural integration or marginalization, showing strong continuities between school and leisure experiences and adolescents’ representations of the future. The study is particularly concerned to understand the “withdrawn” profile, situated at the margins of the dominant youth and school-centered cultures.