The extent of congruence of the underlying factor structures of the learning environment and cognitive variables for mathematics and English courses in grade 10 are presented. The Learning Environment Inventory (LEI), the Otis-Lennon Mental Ability Test, and the Sequential Tests of Educational Progress were administered to 317 students. The students in one group (n=157) were told to complete the LEI in the context of their mathematics class, while the other group (n=160) completed the LEI in the context of their English class. For the two course contexts, a clearly distinct and specific common factor defined as the cognitive environment, or intellectual climate, factor emerged. Two other factors were defined by the LEI scales: the procedural characteristics of academic courses and a weak formative characteristic factor. Unlike the procedural and environmental factors, the pair of formative characteristics was not similar in the two courses. It would appear that the LEI factors have a structural property which is unaffected by the cognitive variable context but is sensitive to the instructional context. The LEI scales pertaining to the formative characteristics could therefore provide useful data in terms of instructional and curriculum interventions. (Author/PN)