This chapter explores the experiences, challenges, and triumphs of the authors as three working-class nursing academics within higher education (HE) to examine how staff representation may influence and shape the widening participation agenda and how this can be leveraged to support student success. We define working class and demonstrate how the three authors have navigated academia over two decades, from first-generation students qualifying as registered nurses and then the move into academia. How working-class academics can play a crucial role in promoting social mobility and empowering others to achieve academic success, particularly individuals from similar socioeconomic backgrounds. Their lived experiences, resilience, and advocacy efforts can inspire and support others facing similar challenges in accessing and navigating HE. The movement into academia has been exciting for these academics, but they have experienced many challenges including impostor syndrome which, albeit common in all social classes, can be more acute for the working class. This chapter will explore how inclusive modern universities can help to disperse these feelings allowing working-class academics to thrive in their careers and provide appropriate coaching to the future nursing workforce.