This research investigated teachers' perceptions of the social environment in the classroom and student performance in a sample of secondary schools in the Philippines. One hundred fifty-five respondents were chosen at random, and the study used descriptive research design and questionnaire as the primary instrument to collect data. The school received a "very high" rating for promotion, retention, and cohort or survival rates but a "very low" rating for failure and drop-out rates. There was a significant difference in the perception of the classroom social environment as to mastery goals, performance goals, social interaction, mutual respect, and academic self-efficacy. There was a significant difference in the level of school performance on student progress and development as to failure rate, drop-out rate, promotion rate, retention rate, and cohort survival rate. There is a negligible relationship between the classroom social environment and the school student progress and development level. There was a significant difference in perception regarding classroom mastery goals, classroom performance goals, classroom social interaction, classroom mutual respect, and classroom academic self-efficacy. Concerning the failure rate, drop-out rate, promotion rate, retention rate, and cohort survival rate, there was a considerable variation in the level of school performance. The social climate in the classroom has very little bearing on how well students are progressing academically.