This thesis research investigates the linguistic landscape in elementary schools in Atlanta while analyzing the visual representation of language in school spaces and their impact on linguistic inclusivity, identity formation and cultural representation. This study examines classroom signs, hallway posters, school’s bulletin boards, among others. with the aid of qualitative content analysis, photographic documentation and teachers’ perception to assess the presence and visibility of different languages. The findings reveal English, Spanish and French as the dominant languages, while other languages, such as Chinese, Arabic, German and others are absent in the school signage. The research further examines institutional policies, social hierarchies, and cultural diversity, which influence language choice in school’ spaces. The study suggests that when the diverse linguistic landscape is presented, it can foster a sense of belonging for learners from diverse backgrounds and support language learning. The research concludes by recommending policy adjustments to enhance multilingual representation of school environments and inclusion in Atlanta’s elementary schools.