This study examines the association between student socioeconomic background characteristics and their perception of teacher support (n=2243) and the interaction of prior achievement with this association. Building on the sociological work by Lareau (2003) and Calarco (2011), we suggest that there is a link between students’ socioeconomic background and how they perceive support within the classroom. We expect that students from higher socioeconomic backgrounds would be more critical about the support they receive in the classroom and rate their teachers more negatively. Mixed effects models confirmed that there is a negative association between parental educational attainment and wealth, and children’s perception of teacher support, which was in line with the “concerted cultivation” theory by Lareau (2003). Having higher prior achievement was associated with a more positive perception of teacher support, but it didn’t seem to interact with  socioeconomic background.