Classroom climate has been considered as an important factor influencing students' learning motivation, achievement and psychological and behavioural health in schools. With the data from German National Educational Panel Study and the latent profile approach, we explored students' perception of German classroom climate including learning and social environment (N = 4643). We also explored the outcome differences among these profiles and possible covariates related to them. The four following latent profiles differing in perceptions of German classroom climate were identified: negative, moderately negative, moderately positive and positive profiles; migration background predicted the probability of belonging to a specific profile; generally, students with a more positive perception had also higher interest, performance motivation, and achievement in reading as well as satisfaction with school life; the profiles of students in academic and vocational tracks were quite similar, but gender did not predict the profile membership probability for students in the vocational track and there was no self-concept disparity among profiles for them. These results supported individual differences in classroom perception as well as the associations of the perceptions with different outcome and background variables, which have implications for understanding students' subjective perceptions of classroom climate and early detection of, or intervention for, the groups at risk.