Previous research has consistently shown that positive school climate perceptions have been associated with positive behavioral, academic, and social outcomes. However, much less attention has been given to factors that may influence school climate perceptions, particularly among high school students. The present study examined perceptions of school climate among students (N = 856) in grades 9-12 in two public high schools. Results showed significant differences in school climate perceptions based on gender, race, and academic history. Additionally, the number of times that a student reported being sent to the office and the total student-reported discipline history (measured by the number of times a student was sent to the office, the number of times the student received a detention, and the number of days the student was suspended) were significant predictors of perception of school climate.