Several previous studies have found that Chinese students perceive teacher-student relationships and student-student relationships more favorably than American students. In this study we examined if the same holds true with respect to teachers' perceptions. Also examined were both students' and teachers' perceptions of conduct problems. The sample included 3,253 students and 345 teachers in China and 2,192 students and 540 teachers in the United States. Results of a multivariate analysis of variance revealed the greatest differences in mean scores between countries were in teachers' and students' perceptions of student-student relationships and student conduct problems. American students perceived their schools much less favorably, and particularly so in middle school and high school. Students tended to report less favorable relationships and greater conduct problems than their teachers, especially in the United States compared with China. Cultural differences are discussed that may account for the findings, including differences in the valuing of education, filial piety, social harmony, self and peer regulation of behavior, classroom management, and the socialization of cultural values.