The purpose of this research study was to investigate if there were differences in students' school climate perceptions based on the independent variables, which were measured on a nominal scale and included school diversity (highly, moderately, minimally), ethnicity (Black, Hispanic, White, Other), educational category (general education, special education), socioeconomic status (eligible for free priced meals, not eligible for free priced meals) and academic achievement (SOL scores---pass, fail). Different, daily personal experiences and cultural perspectives engendered students' dissimilar school climate perceptions, and impacted their academic performance. Therefore, this study examined the extent to which students' school climate perceptions affected their academic achievement. The quantitative data were determined from the survey instrument, The School Climate Survey, developed by Emmons, Haynes, and Comer (2002) of the Yale Child Study Center. The dependent variables, measured on an interval scale, included six factors of school climate: student interpersonal relations, student-teacher relations, sharing of resources, order and discipline, parent involvement, and the school building. The qualitative data were determined from students' written statements and group interviews. The results revealed statistically significant differences in students' perceptions of student-teacher relations, based on school diversity, ethnicity, and educational category. Most of the students who were offended by adverse student-teacher relationships failed to achieve with a higher frequency than students who indicated positive relationships. The findings suggested that systemic reforms in pedagogy that engaged students could empower their self-efficacy and achievement.