The purpose of this study was to examine minority teachers' perceptions of principal leadership style and school climate and the relationship between school climate and student academic performance. A total of 160 teachers and 10 principals from ten secondary schools were surveyed concerning their perceptions of their principals and school environment as related with students' achievement. Descriptive statistics including means, t-tests, and ANOVAs, were employed to analyze the data. The relationship between school environment and student's achievement found no statistically significant difference. However, there was statistically significant difference regarding minority teachers' perceptions of level of education and years of teaching experience. This study found no differences in perceptions related to gender and students' academic achievement.