This paper utilizes a grounded narrative to report characteristics of teaching that are most culturally Fijian. Grounded narrative is a data reduction methodology of qualitative reporting evidenced by the data. It is used to portray vividly and authentically the Fijian educational setting by highlighting the salient cultural characteristics that typify Fijian teaching. The paper depicts a fictitious culturally-extreme Fijian rural school, an ideal type. This description effectively highlights the sociocultural determinants of Fijian school ethos by reporting extreme aspects of English teaching and daily school management. The first part of the narrative described the school's main physical and management features. The second part focused on the teaching and learning of English in the Fijian rural context. The teachers' methodological strategies for teaching English are outlined. It is concluded that systematic teaching of students to the Fijian national English examination is inimical to broader pedagogical objectives, because it ignores the fact that English is not the language of daily life. This finding has relevance for the training of teachers and managers for rural Fijian secondary schools. It underscores that teacher training, without reference to the determining socio-cultural characteristics of Fiji is unlikely to significantly broaden the pedagogy of rural English teachers and hence the English language proficiency of their students. Contains 40 references. (KFT)