While class inequality in educational performance is well known across countries, the direction of its change in social and economic development is less clear. This paper examines international variations in educational inequality by applying multidimensional class analysis to PISA2009 data, of which forty-one countries are used for the analysis. In the first step of the analysis, a Bourdieuian social space for each country was built from variables of the studentsʼ family socio-economic background and investigated as to whether its degree of multi-dimensionality correlated with the level of economic development of each country. In the second step, the relationship between studentsʼ test performances and their class positions was examined. Individual class positions were identified as coordinates in the social space of each country. According to Bourdieuʼs Distinction, the ordinates and the abscissa of social space can be interpreted as corresponding to ʻvolume of capitalʼ and ʻcomposition of capital,ʼ respectively. In almost all countries, especially advanced ones, differences in studentsʼ test performances were explained to a substantial degree by their positions in the social space. In the third step, the differences in explanatory power of social space for test performance among countries were examined by aregression analysis. This was conducted at the country level using GDP and a number of educational indicators as independent variables, including enrolment ratio of preprimary school, pupil-teacher ratio in primary school, first age of selection, and school life expectancy after compulsory education. Dependent variables were standardized partial regression coefficients of the coordinates in the social space of each country, and were derived from the precedent regression analyses of test performance. The main results were as follows: 1)From the analysis of the ordinates, economic development appeared to basically diminish class inequality in test performance. 2) However, the trend towards equality was not clear because prolonged schooling came to emphasize class differences in educational selection or choices and to offset indirectly the basic trend of equality brought about by economic development. 3) On the other hand, from the analysis of the abscissa,cultural resources appeared to become more important with economic development, irrespective of educational changes. 4) In the end, economic development enhanced the degree ofmulti-dimensionality in the stratification system and transformed the factor structures of educational performance, but such changes did not diminish class inequality in educational attainment and failed to reform school characteristics towards equality. Throughout this paper, the usefulness of Bourdieuian multidimensional class analysis for sociological research into education was recognized.