The positive relationship between education and political participation has been one of the strongest findings in political science and is found at the individual and macro levels. In this paper, I argue and show that this relationship has primarily been tested on industrialized Western democracies that often expanded education prior to democratization. Using the case of India, I leverage the assignment rules for the expansion of education in India in a regression discontinuity design and show that the expansion of education can, under certain circumstances, cause citizens to disengage from the political process and become more distrusting. Since the mid-1980s, the Indian Government has rapidly expanded access to education. As a result, India has achieved near-universal enrollment in education, previously a pox on India's social development record. I use several household survey panels to show that although educational attainment has increased, those induced into higher levels of education are more distrustful of public institutions and less likely to participate in politics. Drawing on semi-structured interviews with actors involved in the expansion of education, I then show how the form of expansion has downstream consequences for political effects that policy-makers and legislators should account for when designing public policy.