Conceptualizing classroom decision-making within the framework of person-environment fit, it is hypothesized that students will report fewer decision-making opportunities than they think they should have in math classrooms, and that congruence on these "can decide" and "should decide" dimensions will be positively related to math value and enjoyment, and inversely related to school misbehavior. Student and teacher ratings were collected for 206 students in ten junior high school math classrooms. Consistent support for the hypotheses was found. The positive consequences of congruence include some which have been found to predict later involvement and achievement in mathematics. (Author)