A case study is reported involving 32 applied and academic program student volunteers aged 15-18 years from two high schools located in Northern Ontario, Canada. Students were interviewed regarding a number of educational policy and school climate issues. The study examines perceptions of rights as an aspect of the school learning environment. The need for greater school community and additional supports for struggling students was voiced by students across both program groups. Students strongly endorsed either a meritocratic or an equalitarian perspective on rights issues with both philosophies represented to some extent in both program groups. Surprisingly, students across both program groups expressed little interest in their education rights or their legal rights generally. The importance of fostering school community and student interest in rights issues is discussed. Also considered is the role of the social science researcher in providing youth a forum for the discussion of social policy issues.