Class is one of the common attributes of diversity at tertiary institutions in most countries, Zimbabwe included. It can potentially have an impact on how university students achieve their intended learning objectives. This chapter discusses the experiences of students from disadvantaged backgrounds at Midlands State University in Zimbabwe with a view to generate debate and address the needs of the disadvantaged university learner. This is an empirical study that spells out the nature and dynamics of the opportunities and challenges of tertiary students as a prerequisite for informing policy and practice in ways that enhance and better the experiences of students. This is useful in enhancing the learning environment and experiences of students who hail from underprivileged backgrounds. Concerted and earnest effort toward the needs of the disadvantaged university learner is important in realizing Sustainable Development Goal 4 on quality education through ensuring inclusive and quality education for all and promoting lifelong learning.