This study aims at validating a French version of scales designed to measure students’ perceptions of supportive climate in mathematics in grade 11 (16 years old). Based on Self-Determination Theory (Deci & Ryan, 2000a, 2000b), and more precisely on the fulfillment of the three psychological basic needs, the scales focus one of the three basic dimensions of Klieme et al.’s model of instructional quality (Klieme et al., 2006). Results from exploratory and confirmatory factor analyses showed that the four scales present good psychometric properties. The current study also investigates gender differences in students’ perceptions of supportive climate in mathematics. If no gender differences are found for three scales, results show that girls perceive more significantly teacher social and academic support than boys, even under control of their socioeconomic status and their math abilities.