A wide spectrum of research literature pointed out socio-cultural deprivation as the dominant explanation for student survival and success in schools. This paper, contending socio-cultural deprivation as inadequate explanation for dropout and detention at secondary level, probed into the role of pupils' foundation knowledge in their survival and success at secondary school stage. A sample of 3581 pupils were assessed for their foundation knowledge for secondary Mathematics, Science and English at their entry into secondary schools, and were tracked for three years to ascertain their schooling status--whether they completed secondary education. Discriminant function analysis of data on foundation knowledge and schooling status of pupils identified pupils' entry level foundation knowledge as a strong correlate of schooling success. The mean Discriminant scores for secondary completers and non-completers were 0.936 and -0.582 respectively. Foundation in English and Mathematics exerted higher influence (loadings 0.917 and 0.914 respectively) than foundation in Science (loading 0.890) in secondary school success. This paper discusses the results of this study with its implication for educational policy and intervention.