This paper discusses a study that examined whether 20 typical sixth-grade students and 4 students with special needs in a Strategies Intervention Model (SIM) classroom developed more positive academic and social perceptions over the course of the school year when compared to 22 students in a regular classroom. The SIM is described as a curriculum delivery system that has been designed to address the social interaction needs of students with disabilities. SIM consists of curricular and instructional interventions, collaborative consultation between the classroom teacher and the support services teacher(s) and involvement of external support individuals. Two SIM goals are to develop students who can learn and perform independently and exhibit appropriate classroom social and personal skills. Results indicate that SIM students had more positive social and academic perceptions that non-SIM students in 9 of 11 factors, including teacher personal support, student academic support, student personal support, alienation, cohesion, and academic self-esteem. SIM students' perception was significantly less positive than non-SIM students on classroom competition. Gender differences were also analyzed and data found that SIM females were found to be more positive than males. The critical role of teachers in shaping the classroom environment is emphasized. (Contains 18 references.) (CR)