Although the concept of allyship has been used in relation to multiple marginalized groups within higher education, it is rarely applied to social class. In this study, I used narrative inquiry to understand how working-class students define and perceive social class allyship. Findings revealed that working-class students identified social class allyship primarily through affinity spaces, resources, and navigational support. However, many struggled to conceptualize social class related to broader systemic change. From this research, I redefine allyship as a layered, multifaceted concept in which forms of oppression are interconnected and outline implications for individual and systemic change.