This study draws on self-determination theory to conceptualize a type of school climate that has consequences for the social, emotional, and cognitive well-being of students. We argue that a self-regulated climate emerges through a general pattern of interactions that students experience as supporting their psychological needs. For the empirical part of the study, a hypothesized model is tested whereby the latent self-regulated climate variable is predicted to work through student identification with school to influence student grit. Findings support the hypothesis that autonomy-support, competence-support, and relational-support are integrated and combine to shape experiences that align with student psychological needs. Additionally, students who experienced a self-regulated climate were also more likely to identify with school and expressed higher grit toward academic pursuits.