The urgent transition to remote learning in March 2020 revitalized the debate on the influence of new educational reality on inequality in education. A study was performed to measure the relationship between the diffficulties experienced by students during remote learning and their socio-economic status. Data from a nationwide survey of students administered in late March–early April 2020 by a team of researchers from a few Russian universities was used as empirical basis of this study. Results demonstrate significant differences in obstacles faced by students from families with different levels of income. Students from low-income families were the most likely to have technical and self‑regulation problems and to lack skills required for effective remote learning. Results indicate the importance of finding system-level solutions to ensure equal opportunities for students in remote learning, regardless of their socio-economic status.