This study aimed to explore the students perceptions of science learning environment and teachers&rsquo / interpersonal behavior, and the relationships of these with students&rsquo / cognitive and affective outcomes. In this study, the Questionnaire on Teacher Interaction (QTI), the What is Happening In This Class (WIHIC) questionnaire and the Science Attitude scale were used as measuring instruments. This study was conducted in conveniently selected 5 schools throughout the Yenimahalle district of Ankara with a total of 722 eighth grade students in the second term of 2003-2004 semester. Data obtained from the administration of the measuring instruments were analyzed by using the analysis of variance (ANOVA), multivariate analysis of variance (MANOVA), multiple regression, bivariate correlations and multiple regression. Results indicated that the students generally perceived a positive science classroom learning environment in Turkey. Students perceived that their teachers displayed cooperative behaviors (leadership, helping / friendly, and understanding) rather than opposition behaviors (uncertain, dissatisfied, and strict) in terms of interaction with them. In addition, analysis indicated that there is relationship between students perceptions of classroom environment (learning environment and teacher interpersonal behavior) and students&rsquo / cognitive and affective outcomes. Moreover, data indicated that girls rated their learning environment and teacher interpersonal behavior more favorably than do boys. Lastly, students viewed science learning environment of their male teachers&rsquo / classes more cooperative than female teachers&rsquo / classes and students rated their male teachers that display more strict behavior than female teachers.