This study looked into the relationships of pupils' perceptions of classroom learning environment and learning style preferences to performance in the National Elementary Achievement Test (NEAT). It also tried to determine whether or not significant differences existed among pupils' perceptions of classroom learning environment, learning style preferences, and performance in the NEAT when they were classified as to gender, class size, and location of schools. The subject of this study were the 1,309 Grade Six pupils selected through multi-stage random sampling from 36 schools likewise randomly selected. Eighteen of the schools were located in the town proper and 18 in the barangays. Sources of data included one national assessment test and two standardized questionnaires, namely, My Class Inventory (MCI) for perceptions of classroom learning environment and the Learning Style Checklist (LSC) for learning style preferences. Pupils' performance was based on the 1994 NEAT results. Mean, standard deviations, the t-test, the one way analysis of variance (ANOVA), and Pearsons Product Moment Coefficient of Correlation were the statistical tools utilized. The .05 alpha level was used for interpretation of results. The findings revealed that generally pupils perceived their classroom learning environment to be very highly cohesive and satisfying, highly competitive, low in friction, and very low in difficulty. significant differences existed in the perceptions of the town based and barangay based pupils. results also revealed that pupils preferred to perceive information in the intermediate of concrete and abstract, to process information in the intermediate of passive and active and that they were average in self-confidence and superficially motivated. The male and female pupils as well as from the town based and barangay based schools differed significantly in their learning style preferences. The pupils among small, average, and big classes however, did not differ significantly. Pupils' general rating and subject area rating in the NEAT were "average". Pupils performed better in Science and least in Mathematics. When classified as to gender, class size, and location of schools, pupils differed significantly in NEAT performance. An inverse and significant correlation existed between pupils' perception of the classroom learning environment and performance in the NEAT and between learning style preferences and performance in the NEAT. Moreover, a positive and significant correlation existed between pupils' perceptions of the classroom learning environment and learning and learning style preferences. Perceptions of classroom learning and learning style preferences when combined were found to be a significant factor in pupils' performance in the NEAT.