This study is a cross-cultural comparison of elementary classroom climates on a multi-method, multi-score inventory (The Barclay Classroom Climate Inventory). Subjects of the study were 438 children in grades 3-6 from two elementary schools in Taiwan and 512 children from the same grades in two Indiana classrooms. Utilizing multivariate procedures, differences within Chinese culture, and between Chinese and American cultures were analyzed by sex, grade, socio-economic status and achievement. In addition, the effects of achievement and intelligence as well as independent teacher assessment of students were examined in the Chinese culture. Summary findings are discussed. The results strongly suggest that multi-dimensional cross-cultural studies provide a key to specific support systems that provide socialization through formal education. (Author/BD)