Socioeconomic status is a factor that affects different aspects of an individual’s life, which includes educational success. The aim of this thesis is to explore teachers’ perceptions of the relationship between socioeconomic status and students’ school success. Most of the studies conducted in Croatia so far which deal with the influence of students’ socioeconomic status on their school success are quantitatively orientated, with the focus being on determining the extent of the influence socioeconomic status has on school success. In contrast to such research, the research presented in this work draws on data gathered through semi-structured interviews with teachers, with the results contributing to a more complex view of the topic. The interviews were conducted with 8 teachers from different primary and secondary schools in Northern Croatia. The results show us how teachers understand the relationship between socioeconomic status and students’ school success, how they explain this relationship, and which factors have the greatest and the slightest impact on educational success from their perspective. The work broadly deals with educational inequalities as a consequence of the influence of socioeconomic status and the measures that schools should take to ensure that all students have the same chance of success in schooling.