This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher makes the subjects interesting (72 percent), and the students are encouraged to ask questions (72 percent). The third highest-rated positive item was a reflection of the students themselves in helping each other to do a good job. Teacher behavior also figured greatly in the positive response. Two item considered as factors of poor climate were negated by student responses. Includes 1 table, the CCC, and 28 references. (JB)