A teacher self-report instrument, the Learning Climate Inventory (LCI), was used to gather teacher perceptions about their administrators, peers, and teaching job. An observational checklist was used on the same large sample. Data were gathered from 700 classrooms and 867 teachers in 30 schools in Tulsa and Oklahoma City, Oklahoma, and Fort Worth, Texas. The researcher's goal was to find the relationship between the spatial characteristics of public school classrooms and alternative modes of teaching and the staff's perceptions of the learning climate. The findings reveal that alternative teaching modes do increase in more open-spaced classrooms. Also, teachers tend to view open-space, high-achieving, smaller schools with ongoing human relations programs for staff as more open. (Author/MLF)