Socioeconomic status (SES), which generally involves factors such as parental educational background, occupation and income level, is a strong predictor of student achievement. That is, students with higher parental SES demonstrate increased academic performance when compared to those with lower parental SES. The purpose of the present study is to explore the effects of SES on prospective English language teachers' academic achievement. The sample involved 253 first, second, and third year college students enrolled in an English Language Teaching Department at a government university in Turkey. Data analyses involved examining the relationship between students' recent grade point average (GPA) and several socio-economic variables (i.e., parents' educational background, income levels, and place of residence; students' educational support,and distance travelled from their residence to the university). The results of the correlational analyses showed that the only significant correlation was the one between the students' GPA and the distance travelled from students' residences to the university.