This study conducted an in-depth study focusing on 10th graders in high school using PISA(Programme for International Student Assessment) data in connection with NAEA(National Assessment of Educational Achievement). In particular, the study classified students into three groups based on economic, social and cultural status (ESCS) in PISA, and examined which educational context variables were more likely to differentiate these student groups: 1) resilient students defined as students who succeeded at school despite a disadvantaged background, 2) at-risk students who underperformed at school and came from disadvantaged family backgrounds, and 3) students from advantaged family backgrounds who outperformed at school. The major findings can be summarized as follows: firstly, in comparison with at-risk students, resilient students were more likely to participate in afterschool programs, used more often meta_cognitive strategies in reading such as “summarizing” and “understanding and remembering,” and the scale scores of “enjoyment of reading” among resilient students were higher than among at-risk students; secondly, when resilient students were compared with advantaged students who succeeded at school, resilient students were less likely to participate in private education, and the average scale scores were lower in ICT availability at home, students