This study explores the positive correlation between students' economic backgrounds and their English as a Foreign Language (EFL) achievements. In this study, the researcher used a qualitative research method, and the data was collected through a semi-structured interview. The sample for this research was PBI students from batch 2020 who had already gained a stable GPA. The researcher selected ten participants with five students with the highest GPAs (3.51 to 4.00) and five with the lowest GPAs (2.90 to 0), focusing on those whose parents hold high economic status jobs such as civil servants class IV and above, wholesalers, big businessmen, and doctors earning over IDR 3,500,000 per month. The result showed that students’ economic background influences their achievement, especially in obtaining the GPA. The analysis reveals a significant positive correlation, indicating that students from higher economic backgrounds tend to perform better in EFL assessments. Factors contributing to this trend include access to additional educational resources, supportive learning environments, and opportunities for extracurricular language practice. These findings suggest that economic background plays a crucial role in EFL achievement, underscoring the need for policies that address educational inequalities and provide targeted support to economically disadvantaged students. This research highlights the importance of creating equitable educational opportunities to ensure all students can achieve their full potential in learning foreign languages.