This paper explores the experiences of former low-income children that, in the late 1960 s and early 1970 s, were integrated into Saint George's College, an elite private school in Santiago, Chile. Using a primarily qualitative, retrospective case study design, we focus on the experiences and perceptions of former students to explore lessons from this evocative case study of socio-economic integration. Findings point to key situational differences in low-income students’ integration experiences and sense of belonging. Heterogenous experiences ranged from negative, such as bullying, discrimination, and experiences that deepened class-based identities, to experiences of support, inclusion, and friendship. Factors affecting the level and nature of integration experiences are considered in relation to contact theory and refinements to the theory are proposed to account for developmental differences in integration experiences.