This paper examines the differences in perceptions of students and students' environments held by tenured teachers in a low socioeconomic status (SES) school and tenured teachers in a high socioeconomic status (SES) school. By comparing teachers perceptions of their students' characteristics and performance in a low SES school with the same characteristics in a high SES school, research will be conducted on the impact of this. Research will now be one step closer to reassessing the impact of both teachers' perceptions of students on their actions and treatment of students on students' outcomes and the impact of students' environments on students' outcomes. The main question explored was, "How have the experiences of teachers in a low SES school differed from the experiences of teachers in a high SES school?" Based on the information retrieved, there was a portrait created of teachers' perceptions that can be used to help prepare preservice teachers to the attitudes of other teachers in the field. It can help orient teaching students to the environment. That combined with data on the area can help new teachers enter the profession with a more objective attitude about the educational culture and the impact that dynamic can have on student learning.