The number of first-year students in social work science programs has continuously increased from 2010 to 2020 and has approximately doubled compared to the level of the previous two decades. Social disparities that are relevant in various ways persist. This article presents the results of an empirical research project that asks, by way of example, about the qualitative characteristics and accompanying phenomena of the diversity of social work students at universities of applied sciences due to their origin. The study shows that the professional cultural habitus of the surveyed social work students is not homogeneous, but exhibits systematic social structural diversity. Unequal conditions of social origin affect, among other things, how the study is perceived and managed. Five types of students are differentiated, whose habitual basic attitudes, special study practices, and milieu-specific demands and problem perceptions are presented.