Undertaken to better understand Mexican American and Anglo students' perceptions of their school experience, the study sampled 30 classes in a 462-student junior high school with a 50/46% Hispanic/Anglo racial/ethnic composition and 46 classes in a 696-student high school with a 42/53% Hispanic/Anglo composition. Each student in the sampled classes responded to a questionnaire including 18 dimensions measuring teacher concern, teacher punitiveness, teacher authoritarianism, teacher favoritism, teacher enthusiasm, peer esteem, student decision-making, classroom dissonance, student competitiveness, student cliqueness, teacher clarity, student satisfaction, student compliance, student apathy, classroom physical appearance, knowledge of results, task difficulty, and class organization. Analyses of the data indicated that Mexican Americans seemed to have more positive perceptions of their classes in spite of the fact that as a group they had lower achievement than the Anglos at these two schools. The Anglo subgroup perceived more "teacher favoritism" and more "student cliqueness" in the classes than did the Mexican Americans. While the climate scales were more reflective of characteristics of the class than of characteristics of separate subgroups, salient subgroup difference did affect the extent of congruence among members of the class. However, the differences between the two subgroups did not appear to be of a large enough magnitude to help explain the difference that the two groups encounter in the public schools. (NEC)