A significant component of many public archaeology projects is a focus on primary school education. To develop culturally relevant pedagogy and understand the impact of knowledge about history and cultural heritage, it is important to explore ideas students already have about these concepts and how students interpret and transform information they gather. In Belize, through contact with archaeological resources, research projects, and curriculum initiatives, students develop ideas about and interests in archaeology, ruins, and "the Mayas". This paper is based on ethnographic research with elementary school students on their interactions with archaeological sites and their knowledge and learning about local and national cultural resources. The research is comparative, taking place in two different communities and their schools. It is also interdisciplinary, crossing the fields of archaeology, cultural anthropology, and education. This paper explores the ways students learn about history, archaeology, and cultural diversity in Belize and their knowledge and misconceptions about archaeological practice, history, and culture. Key themes in student knowledge and some origins and potential implications of their ideas are addressed. The article concludes with a discussion of the broader impacts of student learning about the past and intersections with public outreach and archaeological research.