This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities--one affluent and one underresourced--are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students' experiences with tracking and stereotyping--particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.