Students from low-socioeconomic backgrounds, defined as both first-generation and low-income, represent a growing population attending 4-year universities with the hopes of social mobility and the economic benefits of a bachelor's degree. However, the graduation rates of these students are 43% lower than that of their more affluent peers, a gap that has been steadily increasing over the past 30 years (Cahalan et al., 2022). The student success literature has not adequately accounted for social class diversity and the students' experiences from low-socioeconomic backgrounds and represents a gap this study attempted to address by using the thriving student success framework. This study identified the significant pathways to thriving using the Thriving Quotient responses from 1,789 students from low-socioeconomic backgrounds attending 4-year institutions in the United States. It examined racial and ethnic differences in those pathways. The final structural model was a good fit for this sample (X[superscript 2] [560] = 2338.711, p < 0.000, CFI = 0.945, and RMSEA = 0.042) and accounted for 80% of the variation in thriving for students from low-socioeconomic backgrounds. Psychological Sense of Community, Family Support, Spirituality, and Faculty Satisfaction were the largest contributors to the variation in thriving in this sample. Family support had the largest total effect on thriving. The multiple group analysis revealed pathways with significant differences in the model between White and BIPOC students. The structural model accounted for 79% of the variance in thriving among White students and 80% among BIPOC students. Implications of this research include incorporating social class diversity in student success theories and shaping policies and practices, leveraging institutional integrity to enhance students' psychological sense of community, incorporating family support as a strengths-based approach to student success, promoting career-related employment opportunities, and developing students' spirituality as a form of resilience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]