The number of students who speak languages other than English continues to grow in both rural and urban public schools in the United States. This study investigated the perceptions of 123 students (57 monolingual and 66 English language learners [ELLs]) from a rural public elementary school in North Carolina with respect to school climate, curriculum and instruction, extracurricular activities, self-efficacy, and self-esteem. All of these indicators contribute to an overall perception of schools and affect learning experiences of monolingual students and ELLs. Results indicate that the perceptions of monolingual learners and ELLs in this particular elementary school are similar. (Contains 5 tables.)