The purpose of this quantitative comparative study was to investigate adherence to honor culture, which values personal reputation and defense of such, as well as traits of callousness among students in three different placements of high school English (advanced placement/college prep, general, and special education resource). Two existing instruments were combined into a single self-report survey designed to indicate adherence to each of the two traits among the groups of students in a rural and low-socioeconomic New England high school. Analysis of variance indicated that the groups did not differ significantly on measures of honor culture but did so on indicators of callousness. Implications for schools and future research needs and for the above outcomes in this population are discussed.