Subject inclination refers to the preferences students develop for certain academic disciplines over others during their educational journey. This research examines subject inclination in secondary education by incorporating sociological theories, pedagogical frameworks, and empirical data. By employing a mixed-methods research design, including quantitative surveys and qualitative interviews with 600 students from various socio-economic backgrounds in Uttarakhand, India, the study explores how socio-economic status (SES), gender, and pedagogical practices influence subject choices. The theoretical underpinning includes Bourdieu's theory of habitus and field, Vygotsky's social constructivism, and the instructional scaffolding model. Statistical analysis (chi-square test and regression analysis) demonstrates a significant correlation between students' background variables and their academic preferences. This research suggests a multi-layered understanding of subject inclination and provides recommendations for educators to design more inclusive and equitable curricula.