Students from different ethnic backgrounds respond differently to a mutually experienced school environment. In this study, 804 students in five multiethnic urban middle schools in New York State were surveyed using the Elementary and Secondary Environment Index, a companion to the Organizational Climate Index. Each school's population was broken down into Black, White, Hispanic, Oriental, and other or multiethnic groups. Responses to the survey were analyzed to determine the factors that affected the students' perceptions of their school's organizational climate. Findings include the following: (1) ethnicity and socioeconomic status were more important in determining differences in perception than was ability; (2) social issues were not separated from academic issues and teachers; (3) teachers were perceived as interested in the students but sometimes suspicious, and often angry; (4) Black and White students differed most in their motivation and interests; and (5) Hispanic students had totally different perceptions from their Black and White classmates. Curriculum development should focus on peer problem solving skills, the development of social awareness, and communication skills. Four tables of statistical data and a list of references are included. (FMW)