In many cases, having a low socioeconomic status (SES) is a factor that impedes a student's literacy development and language proficiency. Yet, in spite of the multiple life stressors they face, numerous low SES students manage to overcome life's challenges to acquire high English literacy and proficiency. This study examined this phenomenon--how students from a disadvantaged background overcame their SES obstacle and moved on to acquire competency in the English language. The study also examined the factors that helped them to overcome learning challenges stemming from their low SES. To address the research objective, three students--aged fourteen to sixteen--were chosen as the interview participants through purposive sampling. A qualitative semi-structured interview was conducted to obtain the data from which three themes emerged. The study discovered challenges related to individual, family and school variables. The participants agreed that their internal motivation, effort and hard work were the most important factors driving their quest for greater English language literacy and competency.