This study examined the relationship between perceived teacher support and overall life satisfaction (LS) in a sample of urban middle school students. Based on correlations between measures of student perceptions related to these constructs, results indicated that student perceptions of teacher support correlated significantly with LS, with the highest correlation demonstrated between Informational Support and LS (r = 0.33). Linear regression analyses also indicated that teacher Informational Support contributed most significantly to LS variance. Student grade was identified as a moderating variable. Implications of these findings for teachers and other school staff are discussed within the context of including school climate factors in comprehensive school review plans for maximizing student functioning.