Since the Compact of Free Association between the Marshall Islands and the United States, many Marshallese Islanders have immigrated to the United States, leading to a growing number of Marshallese children enrolled in primary and secondary schools, particularly in the south-central United States. Despite this influx, very little research has been conducted in the classroom within this population. By applying Cultural Mismatch Theory, I contend that many 4th grade Marshallese students experience discomfort and inequity in the classroom, as the expected ideologies in the classroom are contradictory to ideologies reproduced at home. The results of this study have implications for how schools can begin to create culturally responsive classrooms.