This chapter examines the impact of social background, general skills, and field-specific skills on tertiary graduates’ formal employability. Based on existing literature on horizontal stratification in higher education and the school-to-work transition, the chapter examines how parental education and academic achievement affect graduates’ chances of finding formal employment four years after graduation. In anticipation of social inequalities and skill variations manifesting differently in the initial stages of employment, the authors differentiate between graduates of various fields of study and higher education sectors. Based on data from a national survey of senior undergraduates (Enade, 2009-2011) and subsequent formal employment statuses (RAIS, 2013-2015), it is evident that graduates from lower social strata with high proficiency in general skills are most likely to transition into formal employment. Socially privileged graduates and those who excel in field-specific skills, on the other hand, are more likely to be able to access more advantageous occupations outside of formal employment.