The purpose of this study was to determine students' perspectives about productive peer culture (PPC) in general and for mathematics learning. The urban and rural high school students in this study have participated for at least one year in either an Algebra Project Cohort Model (APCM) for daily mathematics instruction and/or worked as mathematics literacy workers. These initiatives immersed students in mathematics thinking and learning cultures. This study used qualitative methods to interpret students' perspectives about PPC. The findings, informed by students' perspectives, determined that a productive peer culture for mathematics learning required collaboration, communication, positive dispositions, deep thinking, and peer support. One implication of this study is that education stakeholders may gain insights for changing student behaviors for learning. A second implication is that APCM and mathematics literacy work may be viable pathways for transforming high school mathematics culture for learning that prepares students for the knowledge work required for the 21st century