This chapter discusses the school and classes as discrete social spaces, and then late-arriving Chinese learners' learning experiences at high schools. It explores the research method, followed by the findings categorized under two major themes: school as one dominant 'their' space and classes as disruptive sub-spaces. The chapter concludes with a theoretical discussion on the divergent nature of school and classes as discrete social spaces, and suggestions for teachers and educators. Taking a class as a social space, studies investigated Chinese learners' experiences at one specific class such as ESL and EFL classes, content-based classes and English language arts classes. Classes, as one segment of school, are not all and always 'their' sub-spaces. In those classes, silence is actuality resistance; L1 use to construct an 'our' space; hard work is an inevitable and frustrating choice of a late AOA. The findings provide a new interpretation toward what is traditionally regarded as Model Minority learners' dispositions: quiet, submissive and hard-working.