Since 1960 black enrollment in independent schools has increased from token numbers to almost five percent the total enrollment of these schools. The purpose of the study was to determine if there was any empirical evidence to support hypothesized relationships between black students' perceptions of their school environments and selected school and student characteristics. The study was limited to black students in New England independent secondary schools belonging to the National Association of Independent Schools. From the total population, 36 schools and 396 black students eventually participated in the study. To measure student perceptions of their school environments, the Learning Atmosphere Attitude Scale was administered to the studies respondents. Scores on the scale were then compared with the selected student and school characteristics obtained through self reports of the students and schools in the sample. Based on an analysis of the data, statistically significant relationships were suggested between black students' perceptions of their independent schools and the following four variables: (1) student academic success as measured by grade average; (2) students previous school contact with whites before attending independent schools; (3) school size as measured by total student enrollment; and, (4) school degree of structure as measured by the amount of control exercised over the daily lives of students. (Author/JM)