Relationships between student affective and cognitive learning outcomes and their perceptions of classroom environment as measured by the Classroom Environment Scale (CES) were investigated for a sample of 1,083 students in 116 science classrooms. It was found that CES scales displayed satisfactory internal consistency and discriminant validity, and that each CES scale differentiated significantly between the perceptions of students in different classrooms. Six different statistical analyses (simple correlation, multiple correlation, and canonical correlation analysis conducted separately for raw posttest scores and residual posttest scores adjusted for corresponding pretest and general ability) were used to investigate environment-outcome relationships. The results of these different analyses taken together confirmed the existence of sizable and statistically significant associations between student learning outcomes and their classroom environment perceptions as measured by the CES. In particular, greater levels of classroom Order and Organizations were linked with greater student achievement of several outcomes. (Author)