This paper reports learning environment research conducted in Australian Catholic high schools. A two-stage methodology involving quantitative and qualitative data-collection methods was employed. In the first stage, a sample of 1,719 students and 160 teachers responded to a specially developed classroom-environment questionnaire. Results indicated that Catholic girls' schools had more positive classroom environments than Catholic coeducational and boys' schools. The environments of religion and science classes were remarkably similar. Stage 2 of the study used interview techniques in 2 schools to establish 3 assertions; interviews of 2 administrators, 3 teachers, 2 parents, and 12 students from each of 2 schools were conducted. Three findings stand out: First, commitment to a set of values is important to generating positive learning environments. Second, formal pastoral care does not guarantee positive learning environments. Third, religion teachers utilize strategies found successful in other curriculum areas. The methodology of the study demonstrated the usefulness of employing quantitative and qualitative methods in one learning environment study. (Contains 1 figure, 6 tables, and 42 references.) (Author/SLD)