This research examines the relationship between student ratings of school climate and three student outcome variables: Number of credits earned in one semester, number of days in attendance in one academic year, and number of discipline referral incidents in one academic year. The research further examines whether these relationships were moderated by school type. Data were disaggregated by traditional and three types of alternative schools (i.e., innovative, academic remediation, and behavior-focused). Results indicate that the predictive power of school climate is moderated by school type, thus school climate is not uniformly predictive of school outcome. Implications of findings are discussed.