The current investigation sought to understand the relationships between college student perception of classroom climate, use of WebCT, and academic achievement. Fifty-three college students provided three categories of predictor and criterion measures: (1) rating scale responses that assessed perception of seven dimensions of classroom climate, (2) four metrics of use of WebCT, and (3) four measures of academic achievement. Results of stepwise regression analyses revealed that dimensions of classroom climate were useful in predicting student achievement and use of WebCT, but in ways that appear unique to hybrid learning environments. Results of backward elimination regression analyses suggested that student use of WebCT was predictive of academic achievement, but in ways that appear unique to hybrid learning environments.