This paper explores the effect of orphanhood on the allocation of children’s time to school and work activities. Zimbabwe represents an interesting case of study because it combines one of the best education systems in Africa with a high rate of orphanhood. In particular, this paper explores the determinants of time allocation for children able to attend lower secondary (O-level) school. After controlling for household wealth, a diverse set of covariates at the individual, and household levels, and community fixed-effects, I find that orphans are less likely to attend school and more likely to work. While orphans and non-orphans face the same marginal cost to go to school and work, living in blended households places orphans at a higher disadvantage. The main factor related to discrimination within households is living with household heads with whom children are not closely biologically related.