Equal opportunities and social disadvantage in the education system are two concepts which are polarising greatly at the moment. For some time now our educational system has had it hard trying to compensate for problems of social disadvantage within the school system. Many studies have already been indicating these problems for some time, but, it is only in recent time that Austrian politics has reacted, with, amongst others, the setting up of full-day school models (GTS). Nevertheless, the question arises whether or not full-day schools really deliver the success which they promise? Can these models really compensate for social disadvantage or help the children to achieve better success at school?It is from these considerations that the following research question developed for the present master thesis:"How do all-day school models affect the performance at school of socially underprivileged children?" From this other questions grew: "Does the all-day school model offer possibilities for greater equal opportunity?", "What are the necessary basic conditions, that would enable GTS to increase equal opportunity?" and "do students achieve improved school results rather in the closed or open form?" Within the scope of my own research project, four interviews with experts were carried out supported by code of practise and were subsequently evaluated with the help of the Mayring qualitative contents analysis. The results show that from the questioned experts' point of view, full-day school models can result in positive performances at school. In full-day schools a potential is seen for more than just equal opportunities. The acceptance that students of a limited full-day school model achieve good school success cannot be confirmed according to the interviews and also based on expert literature, simply because not all children are able to achieve good school success, only on account of attending the limited model.