This study investigates how gender and school year influence students' perceptions of the learning environment in Swedish compulsory schools. Using the adapted patterns of adaptive learning scales (PALS) questionnaire, this research examined 831 students from years 3, 6 and 8 (ages 9-14). Data were analysed using principal component analysis (PCA), t-tests, and multiple regression analysis. Findings indicate a significant decline in students' overall perception of the school environment, goal orientation and confidence in their teachers' management skills as they progress through school years, with the most pronounced changes occurring between years 3 and 6. This decline is most pronounced prior to adolescence, suggesting that factors beyond pubertal onset may contribute to this trend. Gender differences were also evident, with boys exhibiting more positive perceptions across all aspects considered despite typically lower academic performance reported in other studies.