Utilizing the Programme for International Student Assessment 2012 Shanghai dataset (N=5,177), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students' instrumental motivation, although it is beneficial to students' mathematics achievement.