The purpose of this study was to explore through student drawings and corresponding narratives, middle grades students' perceptions of their learning environment, which we defined to include pedagogy, interactions (teacher-student and student-student), and climate, and how these may differ based on service delivery model (i.e., gifted, special education, or general education settings). Although the use of drawing has been suggested as a compelling method to both inform and facilitate educational change (Haney, Russell, & Bebell, 2004), the extant literature rarely includes student-centered representations of classroom climate or perspectives, particularly as differentiated across common service delivery models. A total of 132 middle grades students participated in this investigation, representing each of the 3 sectors. Findings suggest that middle grade students perceive differential classroom experiences in terms of instructional methods, interactions, and behavior management based upon service delivery. Implications for P-12 practice, and future research are discussed.