This research aims to investigate the students’ perceptions on the use of high and low power distance in teaching learning process in English class. This study used a qualitative method to uncover the students' perspectives on using high and low power distance in learning through semi structure interviews. The sample was 14 students of twelve grade of Islamic boarding school in Pidie Jaya. The findings show that in teaching learning process in English class are used both high and low power distance between teacher and students. Some indicators that show as high power distance such as dominating the teacher, uses deductive approach, teacher ask to take notes, rarely holds group discussion, rarely ask students to voluntarily speak in front of class and setting students goals. Besides that, there are also several indicators that show as low power distance such as uses inductive approach, motivating students to ask questions and ask students’ opinion, friendly attitude, asking students to think critically and encouraging students to find their own answers. The application of high low power distance in this school is also due to the existence of educational culture in Aceh which must be in accordance with the Islamic principles of manner, as well as respect and obey to the teacher as secondary school after family. The students prefer low power distance because they could participate actively. Even though they accepted the application of high power distance as long as it considered good by the teacher.