This article reports findings of a study of third-graders' perceptions of school climate, a key variable of the Comer School Development Program. A self-report survey was individually administered to 1,000 African American and 260 Latino children participating in an evaluation of the Comer process; data were factor-analyzed. African American children viewed teacher-child relations as the most important dimension of school climate. For them, besides acknowledging best efforts, caring teachers listened to children and were available to comfort and help with school and personal problems. Latino children stressed teacher fairness, caring, and praise for effort as well as the importance of moral order. Both groups emphasized following school rules and performing well, values consistent with the Comer process.