This study deals with the following topics: (1) the extent to which three different learning environment instruments and their underlying conceptual framework are empirically related, and (2) the extent to which intensive observation of classrooms aids in the interpretation of instruments' characterizations of a class. In the first part of the study, three instruments measuring student perceptions of psychological aspects of classroom learning environments were administered to 233 high school students in 11 classes. The three instruments were the Learning Environment Inventory, the Class Activities Questionnaire, and the Authenticity, Legitimacy, and Productivity (ALP) Ethos Instrument. The instrument data were analyzed using the individual as the unit of analysis. The second part of the study involved nonparticipant observatinon of one of the original 11 classrooms. The results provided a baseline of data for the possible synthesis of studies, making use of each instrument separatel y (1) to raise more detailed hypotheses of learning environments, (2) to explicate methodological issues, and (3) for the constructive consideratinon of "unintended" effects of curriculum. (The learning environment instruments and data from the study are included in appendixes.) (Author/RC)