This paper primarily seeks to explore how mothering practices in different social classes reflect on the schooling experiences of students. We particularly focus on the desire for mothering towards educational success. We draw on Lareau's (2003) theory on "concerted cultivation" and "natural growth" to understand the possibilities of mothering embodied in various schooling practices. The data for the study were generated via 26 semi-structured, in-depth interviews with mothers from the middle and lower-class. The findings demonstrate that the educational and socio-economic status of mothers significantly modifies their children's schooling practices. However, the results reveal that mothers from lower-class backgrounds develop some principles of academic survival skills that they transmit to their children. Strategies to support their children's schooling that mothers from lower-class backgrounds implemented emerge where they interact with schooling practices conducted by middle-class.