The aim of this study was to examine how students’ perceptions of theclass climate influence their basic psychological needs, motivationalregulations, social goals and outcomes such as boredom, enjoyment, effort, andpressure/tension. 507 (267 males, 240 females) secondary education studentsagreed to participate. They completed a questionnaire that included the Spanishvalidated versions of Perceived Motivational Climate in Sport Questionnaire(PMCSQ-2), Basic Psychological Needs in Exercise (BPNES), Perceived Locus ofCausality (PLOC), Social Goal Scale-Physical Education (SGS-PE), and severalsubscales of the IMI. A hierarchical cluster analysis uncovered four independentclass climate profiles that were confirmed by a K-Means cluster analysis:“high ego”, “low ego-task”,“high ego-medium task”, and “hightask”. Several MANOVAs were performed using these clusters asindependent variables and the different outcomes as dependent variables(p < .01). Results linked high mastery classclimates to positive consequences such as higher students’ autonomy,competence, relatedness, intrinsic motivation, effort, enjoyment, responsibilityand relationship, as well as low levels of amotivation, boredom andpressure/tension. Students’ perceptions of a performance classclimate made the positive scores decrease significantly. Cluster 3 revealed thata mastery oriented class structure undermines the negative behavioral andpsychological effects of a performance class climate. This finding supports thebuffering hypothesis of the achievement goal theory.