This study used sampling survey data from rural elementary schools in western China to analyze school adaptability, which is the representative noncognitive development of rural elementary students. It also investigated factors influencing the school adaptability of elementary school students at an individual and school level by using production function model and multilevel analysis. Research shows that (a) the overall development level of school adaptability of elementary school students in western China is relatively low, and gender and ethnicity differences exist; (b) school adaptability of elementary school students involves six factors: problem behavior, relationship with Chinese language teachers, relationship with math teachers, teachers' attitudes toward students, school satisfaction, and self-concept; and (c) students' families have an impact on the school adaptability of students. At the school level, teachers' conditions impact the school adaptability of rural elementary school students as well. (Contains 5 tables and 1 note.)