For children, friends play an important role in their socio-emotional development and psychological well-being. Friendships may hold additional value for students who come from minoritized backgrounds. This study aimed to examine representations and themes of friendship in diverse Greek classrooms in which Roma and non-Roma elementary-age students interact daily as an attempt to examine how dyadic relationships may help minoritized students better cope and overcome barriers and adversity. For this qualitative survey, Thematic Analysis was used to analyse the answers of a sample of 57 upper elementary students, 25 Roma, and 32 non-Roma counterparts, that came from similar low socioeconomic status backgrounds, had a permanent residence, systematically attended school, and according to their school grades and teacher, information demonstrated low language achievement. Identified themes revealed that students across groups reported similar information. Children highlighted the perceived similarity between their closest friend and themselves in terms of physical and personality characteristics, emphasised their shared lived experiences expanding through space and time while reflecting the stability and richness, and brought forth aspects of high-quality friendships, such as intimacy and support. The significance and implications for researchers and practitioners of this study are presented.