This report presents a research project in which three high school civics classes composed of a total of 85 students were studied in order to assess the importance of classroom climate in the development of high school students' political attitudes. The differences in climate were expressed in daily teaching procedures and students' perceptions of politics. Student questionnaires as well as in-depth interviews were employed. The findings suggested that classes rated as "open" or "closed" by the students who attended them also differed in important qualitative ways. The findings also suggested that while classroom climate variables were related to political attitudes, they were probably not the most salient factor in determining students' political interest or involvement. Finally, the qualitative findings from this study suggested that individual teaching style may be governed by teachers' philosophies toward teaching and by their training. A 77-item list of references is included, as are a number of the instruments used in the study. (DB)