The objective of this poster is to examine whether differences in the structural features of classroom peer networks (tight-knittedness, hierarchy, salience norms) are associated with differences in how individual students perceive the classroom environment (relational support from teachers and peers) and express achievement-related beliefs (academic striving, school bonding) that suggest a positive orientation to learning. The long-term goal of this research effort is to test long-standing presumptions about the features of peer networks that are associated with positive student social-cognitions, and then to identify teaching practices that may be causally related to any such peer network features. (Contains 2 tables.)