The perceptions of early elementary disabled students of their classroom learning environments were studied through multiple data collection methods. These perceptions were compared with observations of students in their learning environments (triangulated). Twelve disabled students from six classrooms were interviewed and observed, and they completed an adapted version of the My Class Inventory-Short Form (B. Fraser, G. Anderson, and H. Walberg, 1982), which measured their perspectives from a personal point of view. The students' personal perceptions of their classrooms as measured by interview and survey responses were consistent in direction on most dimensions, but the survey was more effective in eliciting students' opinions. There were, however, many inconsistencies between students' perceptions of their learning environments and researchers' observations. Two students, for example, were highly satisfied with their classrooms, yet observers thought that the teacher neglected the academic well-being of students, was unprepared to teach, and was sometimes verbally abusive. In two classrooms, observers thought that the learning environment was positive, but students did not think so. Findings suggest that there is a need to include a qualitative or observational component in measuring the learning environments of students with disabilities. Appendixes contain the survey instrument, the interview question guide, and tables of interview and survey and observation results. (Contains 2 tables and 27 references.) (SLD)