This study described the learning experiences of the English as a Second Language (ESL) Students in a Multicultural Classroom at Ifugao State University. Free writing through reflection papers and Focus Group Discussion (FGD) were used in gathering the needed information. Findings reveal that ethnic language has the greatest impact to their English learning and use. It affects their pronunciation and accent. Lack of vocabulary and grammar are also among their challenges. Positive learning atmosphere, objective assessment and constructive criticism and positive insights are some of the experiences that encourage learning and make the students appreciate their course and major. However, bullying, stereotyping, pressure from external and internal expectations, undesirable way of correction and misjudgments are also experienced by the students causing inhibitions and frustrations. The findings of this study will help teachers not only in strategizing their teaching to accommodate multiculturalism but also in managing their language classrooms to prevent negative experiences resulting from diversity.