This study aims to evaluate socioeconomically disadvantaged and resilient students' opinions about school and their expectations from school. The research is designed in qualitative research methods, phenomenology patterns, and interview techniques. Twenty students consist of the working group of the research. The data has been analyzed with content analysis. The research concludes that the resilience source of resilient students exhibits an interactive and intertwine structure in educational, psychological, social, and personal dimensions. Significance of focusing on their characteristics with psychological frame backgrounds such as intrinsic motivation, commitment, self-confidence, and self-management to understand the resilience of these students have been detected. It is understood from the student views these two frameworks contribute to shaping life expectations, education processes, and being favorable to school and distinguish oneself despite socioeconomic disadvantages surrounding them. Psychological dimensions and personal characteristics are the main determinants of the perspective towards the educational framework. Active participation in lessons, achievement, discipline, school and teacher perceptions, fun learning approaches, and social environment relations reveal the power of their inner dynamics. Similarly, different learning strategies, the consciousness of taking responsibility, expressing oneself clearly, and self-efficacy beliefs that they could better reveal a personality structure that is open to change and development. Moreover, students have expectations from the school, such as improving the school's physical and educational capacity, tight disciplinary practices, teachers' self-renewal and sincere behavior, and the desire to participate in school decisions. This study will present a new point of view to curriculum development experts and school administrators in the formation of teaching programs that take into account student views.