This paper describes the fundamental characteristics and specificities of family and school education, then the characteristics of the school successes, primarily the role of the family, the education of parents, the family nucleus, the motivations, and the psychological characteristics of students at school successes, and the role of school in the school success of students. It also highlights the importance of cooperation between parents and school in order to improve the school's success of students. The main theme of this paper is the link between socio-economic status and the success of children in school. The benefits of higher socioeconomic status and disadvantages of the lower socio-economic status of students are justified. Numerous studies show that the school success of the students also affects the socioeconomic status of the family. This was done by various researchers such as Conger and Associate, 2002; McNeal, 2001; Sirin, 2005; and Šimić and Associate 2011, and many others. Since each of these studies has been conducted at different times and in other statesmen, many studies differ, while some of them are contradictory. The main objective of the survey conducted was to investigate the extent of the socioeconomic status of the family and the school success of discipleship on the selected sample of subjects. 98 students of final grades, 4 and 5 grade, took part in the study. The study was conducted in Čakovec Highschool, with 28 boy students (28,6%) and 70 girl students (71,4%). The results show that the success of a child at school is not dependent on the material situation in the family as much as motivation and desire for success. The children who come from a family of better socio-economic status have greater potential, higher absences, and have advantages in front of children of a lower socio-economic status. It may be concluded that the success of students at school is not dependent solely on socio-economic status, but it certainly has a major impact on them.