TO INVESTIGATE THE RELATIONSHIP BETWEEN INDIVIDUAL SATISFACTION WITH CLASSROOM CLIMATE AND LEARNING, 2100 HIGH SCHOOL JUNIORS AND SENIORS WERE ASKED TO EVALUATE THE HARVARD PROJECT PHYSICS, AN EXPERIMENTAL COURSE WHICH UTILIZED NEW INSTRUCTIONAL METHODS AND MATERIALS. A 50 PERCENT RANDOM SAMPLE FROM EACH CLASSROOM WAS ADMINISTERED THE PHYSICS ACHIEVEMENT TEST, THE SCIENCE PROCESS INVENTORY, THE SEMANTIC DIFFERENTIAL FOR SCIENCE STUDENTS, AND THE PUPIL ACTIVITY INVENTORY (CRITERION MEASURES) AT THE BEGINNING AND END OF THE YEAR, WHILE A RANDOM FOURTH OF EACH CLASS WAS GIVEN THE CLASSROOM CLIMATE QUESTIONNAIRE AT MIDYEAR. IT WAS FOUND THAT--(1)SIGNIFICANT AND COMPLEX RELATIONS EXISTED BETWEEN CLIMATE MEASURES AND LEARNING CRITERIA, I.E., STRATIFICATION AND FRICTION CLIMATE VARIABLES PREDICTED SCIENCE UNDERSTANDING WHILE OTHERS PREDICTED PHYSICS ACHIEVEMENT AND ATTITUDES TOWARDS LABORATORY WORK. (2)GROUPS OF CLIMATE VARIABLES PREDICTED LEARNING BETTER THAN OTHERS, E.G., STRUCTURAL VARIABLES SUCH AS ISOMORPHISM (THE TENDENCY FOR CLASS MEMBERS TO BE TREATED EQUALLY) AND ORGANIZATION WERE BETTER PREDICTORS THAN COACTION (COMPULSIVE RESTRAINT OR COERCION). REPLICATIONS OF THE STUDY (USING A NATIONAL RANDOM SAMPLE) ARE BEING CARRIED OUT WITH REVISED INSTRUMENTS. (AW)