A focus on school climate and culture can allow school leaders to gain an understanding of systems that promote motivation, engagement, and, ultimately, achievement among ethnically and economically diverse populations. This study investigated how students' self-reported perceptions of four domains of school climate (adult support, adult respect, student respect, and safety) along with social-emotional competencies relate to two constructs of student motivation: engagement and academic commitment. Participants were secondary students from a predominantly Latinx, large, urban American school district. The results of the regression analyses indicated adult respect and adult support of students were the main contributors of the explanation of variance for both constructs. The main implication of this study is that adult actions are an important factor for increasing student motivation for learning.