Agricultural Education programs continue to become more diverse and dynamic. However, diversity does not necessarily ensure equity or inclusion. As such, many programs strive to increase inclusive programming and ensure all students fully actualize the three-circle model of school based agricultural education. In some programs, students from rural and non-rural backgrounds coexist in a single setting. As part of a larger parallel mixed methods multiple case study investigating the experiences of Latino students in Agricultural Education, the data from this sub-study found certain inequalities between the rural and non-rural students in three of the four cases. Three sub-themes emerged from the data: 1) Students from non-rural backgrounds may not possess the same understanding of agriculture and agricultural education as their urban counterparts; 2) Lack of privileged information may present a barrier to access, enrollment, and involvement in secondary agricultural education programs; and, 3) Students from non-rural backgrounds tend to report fewer opportunities and more barriers to fully actualizing the three-circle model. Thick, rich descriptions are provided of the participants' perceptions of these inequalities. Furthermore, researchers offer a working definition of Rural Privilege along with suggestions for practice and further research.