This research examines the complex relationship between university students’ socioeconomic backgrounds and language pronunciation abilities in tertiary level education. It is a quantitative research based on survey method. The required primary and secondary data were collected from the students of Northern University of Business and Technology Khulna and Northwestern University using structured questionnaires that focused on socioeconomic origins, parental influence, educational settings, and language learning motivation. Purposive sampling was used to select 120 participants from a private institution in Khulna who would be relevant to the study’s goals. The collected data was analyzed using regression analysis, correlation analysis, and descriptive statistics, which produced significant associations and predictors of language proficiency. Furthermore, qualitative insights were added to the results through in-depth interviews conducted with a selection of ten students. The findings showed that socioeconomic considerations had a significant impact on language pronunciation abilities. Pupils from wealthier socioeconomic origins demonstrated greater language ability as well as greater enthusiasm for language acquisition. Parental influence and the school setting have been identified as key factors influencing pronunciation abilities. Significant disparities in language competency between kids from wealthy and low socioeconomic backgrounds were found through comparative study. This study highlights the complex aspects of language learning in an academic setting and offers insightful new information to the area. The results highlight how crucial it is to address socioeconomic gaps in order to support fair language development chances for a range of student demographics.