While education institutions and political leaders found student perception surveys suitable for evaluating teacher effectiveness, much of the literature failed to investigate how teacher attributes, such as personality traits, affected the construction of learning environment variables, such as classroom climate dimensions. In addition, much of the research neglected to investigate how social studies classroom climates were constructed in rural, secondary education settings. The purpose of this study was to predict student perceptions of constructivist dimensions of classroom climate from specific teacher personality traits, as well as to recognize differences among social studies teachers in years of teaching experiences and student populations among grade levels. The study utilized the Five-Factor Model to guide interpretations of teacher personality traits gleaned by the IPIP-NEO-120 inventory, as well as the Psychosocial Environment Model to direct analysis of student perceptions gathered by the COLES survey. The study followed purposive sampling techniques to obtain 10 teacher participants and 101 student participants from six rural high schools in Southwest Missouri. Data collection and analysis found that personality domains (Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) did not significantly predict student perceptions of rural classroom climate dimensions (Relationship, Personal Development, and System Maintenance and Change). A statistically significant difference was found for Extraversion scores concerning years of teaching experience. Beginning teachers were more than likely to display extroverted tendencies than experienced teachers. The analysis revealed no statistically significant differences among perception scores of classroom climate for grade level among social studies students. Implications include applying caution when school authorities use personality instruments and classroom climate surveys for teacher evaluations. Also, descriptive data generated useful profiles for teacher personality and classroom climate in Southwest Missouri. In addition, teacher education programs should target and improve personality traits and classroom climate dimensions for preservice teachers. Future research should consider identification of differences between ideal and preferred personality traits and climate dimensions, recognition of learning environment differences between inexperienced and experienced teachers with similar years of teaching experience, and evolution of student perceptions of classroom climate over the course of the academic year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]