The purpose of this study was to compare student and teacher perceptions and aspirations between a local public school and a school for migrant children in a rural town in northwest China. Three theoretical frameworks - Intersectionality Theory, Cultural and Social Reproduction Theory, and Cultural Deficit Model provide lenses toward identifying multiple intersected and disadvantaged social identities and developing policy and professional development suggestions to promote change. The results of this mixed-methods study will inform educational policymakers in China and anywhere in the world where development and change require temporary resettlement of families. Surprisingly, the children in the migrant school were more positive than public school students about their teachers and their school. Nevertheless, inequities were apparent in facilities, student composition, location, transportation, and teacher perceptions. Such inequities not only serve to perpetuate unjust economic conditions but may also contribute to future social instability. This study illustrates through student and teacher interviews a social justice issue not only for China but may also have implications for the United States and developing countries everywhere.