As part of an effort to monitor the transformation of classrooms within Limpopo Province, South Africa, an instrument was developed to assess students perceptions of their learning environments. The developed questionnaire, the Outcomes-Based Learning Environment Questionnaire (OBLEQ), was designed to measure the impact of the Curriculum 2005 initiative on the learning environment of science outcomes. This exploratory study involved the collection of data from 2,638 learners in 50 classes in 50 schools. These data were analyzed to determine the validity and reliability of the OBLEQ . The factor structure of the OBLEQ indicated that students respond to the Investigation and Involvement scales in similar ways, so that these two scales have been combined to yield a total of six scales. The internal consistency reliability estimate for each of the six scales was comparable with those found in studies of similar instruments. There were statistically significant associations between student attitudes and all six scales of the OBLEQ at the individual level and for four scales at the class level. Findings also suggest that students would generally prefer a more favorable learning environment than the one they perceive to exist, a finding that replicates findings of research in Western primary and secondary schools. The questionnaire appears promising for showing the capability and success of educators in Limpopo Province in implementing outcomes-based education. An appendix contains a sample from the questionnaire. (Contains 35 references.) (SLD)