Student ability, involvement in the class, and classroom climate created by the instructor activities were examined as multiple and interactive predictors of course performance for 915 students in 74 sections of an undergraduate mathematics course. Climate was defined in two ways: (1) as individual perceptions and (2) as shared perceptions. Two parallel analyses were conducted using the two definitions of climate. Each analysis resulted in ability, involvement, and climate contributing unique variance in the prediction of student examination performance. Climate dimensions contributing to performance were coordination of class activities, instructor skill, and the extent of critical demands (a negative relationship). The most significant difference between the two analyses was the appearance of a significant ability-coordination interaction in the analysis using shared climate perceptions. This difference was interpreted to be a result of a confounding of the interaction in the individual perceptions of coordination. The relationship between the interaction and predictive accuracy was explored. (Author/GDC)