The aim of this paper is to examine the role significant others play in immigrant students achieving a successful school experience from their perspective. A critical mass of studies show that descendants of immigrants and poor white working-class students tend not to proceed to higher education because they either drop out of the education system at the end of their compulsory schooling do not attain the necessary grades to enrol in higher education. To capture the role significant others played in the students’ educational experience, we adopted an analytical framework and concepts derived from cumulative empirical studies inspired by James S. Coleman and Pierre Bourdieu’s conceptualisations of social capital. The study showed that despite the heterogeneity of the immigrant students in terms of class and ethnicity, they identified a nurturing adult who had earned their trust and respect where the most important actors in their successful educational experience. In addition, these students did not see their parents primarily as a source of academic support but as a source of emotional support, which was also seen by the students as critical in their school experience.