The experience of students with a non-English speaking background (NESB) studying in Australian independent school classrooms is an ongoing concern for administrators of these schools. This paper reports on research by Kilgour and Rickards (2009) into the perceptions these students have of the learning environments of their Mathematics classrooms along with the same students’ attitudes to Mathematics as a subject. Data collected by survey and interview revealed that NESB students have a more positive attitude to Mathematics as a subject than their Australian classmates, but their perception of their learning environment is more negative than their Australian classmates
