The purpose of the present study was to compare the everyday classroom practices of students with and without learning disabilities (LD) and attempt to predict those perceptions from classroom's motivational discourse and feelings of hopelessness. Two hundred thirty students with and without learning disabilities recorded their everyday classroom behaviours and affect over 5 consecutive days. Classroom goal structures were assessed with rating scales. Results indicated that a performance goal structure was associated with less positive affect and less engagement for students with LD. Study 2 attempted to replicate the findings of Study 1 with 120 students, 64 with learning problems and 56 typical peers. Results pointed to salient between-group differences across intercepts, with students with LD having lower levels of positive affect, higher levels of negative affect, higher perceptions of punishment, and lower engagement. Among classroom climates, a mastery goal structure was associated with enhanced reinforcement for both groups. The saliency of goal structures in influencing student behaviours was evident, as they moderated the relationship between hopelessness and students' achievement-related behaviours. Overall the findings highlighted the importance of mastery goal structures for creating positive academic environments for students with and without LD.