Children of Mexican immigrant families represent the largest segment of immigrant children in the U.S. Achievement gaps of Mexican immigrant children compared to their peers present at the beginning of kindergarten persist throughout the K-12 years. These achievement differences are partly influenced by the level cultural and linguistic sensitivity in the school. This paper explores the cultural context of schooling at a public primary school in Mexico via field observations and interviews with students, teachers, school administrators, and parents. Findings are couched in the context of improving practices and policies in U.S. schools that serve Mexican immigrant children. (Contains 2 tables and 7 figures.)