Numerous studies on higher education have been carried out in both developed and developing countries (Hillmert and Jacob, 2003; Ayalon, 2005). Regardless of whether the focus was on access, retention or completion, the results have revealed a discrepancy based on socioeconomic background when it comes to who benefits the most. Both studies carried out and theories generated over time including Pierre Bourdieu’s social reproduction theory and the Rational Action theory have pointed to the fact that students from low socioeconomic background, also referred to as students from disadvantaged background have lesser chances of accessing higher education than their counterparts from high socioeconomic background, and if they do find their way into higher education, have higher chances of dropping out and not completing the course of study. The paper advances an argument against this view by drawing from resilience theories and self-efficacy theories to expose the potential that students from the so-called disadvantaged backgrounds possess that could enable them access and perform relatively like their peers from higher socioeconomic background. The main research question is, ‘What is it that students from low socioeconomic background who succeed in higher education possess that enables them to thrive against the odds?’ Data was generated using qualitative research methodology to collect and analyse data from a small sample of undergraduate students from one of the universities through semi-structured interviews and a focus group discussion. The necessary ethics procedures were adhered to. Content analysis was used to analyse data that was generated. This will involve coding, classifying and indexing of data with the aim of making sense of the data collected and highlighting the important findings.