A study was done to determine the significant relationships among teacher conceptual systems, student conceptual systems, and student perceptions of the classroom educational environment in selected elementary schools. Tested was the general hypothesis that students would be more involved with teachers they perceived as being less authoritarian and rigid than they would be with teachers who exhibited the same characteristics to a greater extent. Subjects consisted of 1,180 fifth and sixth grade students and 52 teachers selected from 12 sample schools. Student perceptions of classroom environment were measured by the Elementary School Environment Survey. Teacher conceptual systems were measured by student responses on the Student Self-Conception Test. Results indicated that there is a significant relationship between student/teacher conceptual system similarity and positive student perceptions of the classroom environment. (JB)