The poverty rate among the Palestinian-Arab minority in Israel is two to three times higher than in the Jewish majority. While Arab schools in Israel have been studied from an unequal national and cultural rights perspective, they have rarely been studied from an unequal economic and social rights perspective, which highlights the role of education in social mobility. Our study aims to add the perspective of social class to previous research. In this qualitative-phenomenological exploratory case study of an elementary school serving working-class Arab Israelis, we sought to identify and describe what, according to members of the school community, may promote or impede students' learning experiences. We conducted 45 interviews with school staff, parents, and regional administrators and 26 observations of classes and school surroundings. These were analysed using a phenomenological method. Findings indicated that the school environment was complex, with different groups having unique needs and interests which sometimes clashed. Despite an impoverished, diverse, and challenging student population and a stressful working environment, many improvements were mentioned over time in students' achievements and attendance and relationships between staff members and parents, among others. A policy of student-centred teaching was emphasised at the school, including many extra-curricular enrichment activities. However, many teachers reported burnout and a sense that their needs were not appropriately met. An enriching child-centred school environment, parent involvement, and collaboration among staff may not be enough to contribute to significant changes in students' learning environment without addressing poverty on a governmental level.