The era of accountability and a rise in standardized testing during recent years have emerged from policy reform initiatives designed to increase student performance. While the goal was to increase learning standards, it has not yielded the dramatic improvements expected. This study explored if there was a statistically significant difference in the perceptions of students for their ideal learning environment based on grade level, enrollment classification, gender by grade level, and GPA classification. The population consisted of 218 fifth-12th-grade students enrolled at a private, Christian school in rural West Tennessee. Christian schools serve the same purpose of every school but may also be better positioned to offer the type of holistic education that Dewey, Piaget, and Vygotsky advocated for in the student-centered theories they each proposed. The researcher utilized the Classroom Environment Scale (CES) to collect students' perception data. A two-way multivariate analysis of variance (MANOVA) was used in this study to determine if there was a statistically significant difference in the interaction of nine subscale domains reflected in the CES instrument. The study did not find any significant difference in students' perceptions of their ideal classroom environment based on gender, in middle or high school. However, the study did reveal significant differences based on grade level, enrollment classification, and GPA classification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]