This study compares the changes in the perception of class climate occurring across a school year in a sample of 212 Canadian students from fifth grade elementary school who attend either regular classes or special education classes. The dimensions studied consist more specifically in the perception of social climate, learning climate, teaching practices and prevalence of inappropriate behaviors. Our results show that elementary students who attend regular classes perceive a better overall climate than their counterparts from special education classes. However, it should be noted that the perception of the quality of the relationship with the teacher and the perception of the clarity of teacher’s expectations improve in special education classes while declining in regular classes. Those results are discussed in the perspective of the specific needs of preadolescents and the management of students with behavior problems.