While research findings suggest that self-concept and perceptions of classroom environment may be interrelated, there is little empirical evidence to validate the existence of such a relationship. This study was conducted to examine the relationship between fourth- and fifth-grade students' self-concept and their perceptions of classroom environment. Fourth- and fifth-grade students (N=107) were administered the Piers-Harris Children's Self-Concept Scale (P-H) and the Classroom Environment Scale (CES) in a group format. Data were analyzed using the Pearson Product-Moment correlation procedure. The results indicated significant relationships between the P-H Total Score and four subscales of the CES: (1) Involvement; (2) Affiliation; (3) Teacher Support; and (4) Order and Organization. Further analysis revealed several significant relationships between the subscales of the P-H and the CES. These findings strongly suggest a relationship between children's self-concept and environmental cues or factors involved in teacher-student and student-student interactions. (Author/NB)