Studies on ethnic congruence in school contexts, indicated when a student attends a school with a high percentage of peers from the same ethnic group, primarily compared whites to ethnic minorities. Less research examined variation among ethnic minoritized groups. The current study examined whether ethnic congruence influences students’ perceptions of school climate and discriminatory stress, and whether the effects are moderated by student ethnicity. The sample included 2,172 students from 4th to 12th grade who identified as Asian or Hispanic. A MANCOVA revealed an interaction between ethnic congruence and student ethnicity for school climate variables, F (4, 2095) = 16.11, p < .001, but not for discriminatory stress. Ethnic congruence was related to less positive perceptions of school climate for Asian students. In contrast, ethnic congruence was related to more positive perceptions of school climate for Hispanic students. Thus, ethnic congruence seems to be protective for Hispanic students only. Results highlight the importance of school contextual factors and encourages further exploration on mechanisms underlying different perceptions across minoritized ethnic groups.