This study investigates the relationship between socio-economic status (SES) and personal values of male and female secondary school students across different school boards in India, namely B.S.E., C.B.S.E., and I.C.S.E. A sample of 300 tenth-grade students from 15 schools in five towns of Orissa and New Delhi was selected using random sampling. Socio-economic status was assessed using the Socio-Economic Status Rating Scale (Mishra, 1998), while personal values were measured using the revised English version of the Personal Values Questionnaire (PVQ) by Sherry and Verma (1994). Data were analyzed using product-moment correlation to determine the direction and strength of relationships between SES and ten personal values, including religious, social, democratic, knowledge, hedonistic, power, family prestige, and health values. Findings indicate that SES generally has limited impact on students’ personal values, with some significant positive or negative correlations observed in specific groups. Overall, the study suggests that interactions within peer groups, school environments, and exposure to educational settings may mediate the influence of SES on value development. The results highlight the importance of structured value education within schools to promote moral and character development across diverse socio-economic backgrounds.