To determine the underlying structure of Chinese classroom climate variables and the stability and variability of the classroom climate over a period of three years, the Chinese version of the Barclay Classroom Climate Inventory (BCCI) was administered to 224 boys and 214 girls of grades 3 to 6 from two elementary schools. By means of the multimethod factor analysis procedure, factors of boys and girls were derived separately. The third grade samples were followed into sixth grade and were then assessed by the BCCI again. The stability as well as the significance of means differences over three years were tested by simple correlational analysis and t test. Finally, using BCCI factors as predictors, achievment in the sixth grade as criterion, a multiple regression analysis was performed. It was found that: (1) Eight foctors emerged for boys, i.e., Achievement-Motivation, Impulsivity, Introversion, Energy, Leadership, Conservative, Variability and Melancholy; Seven factors emerged for girls, i.e., Achievement-Motivation, Impulsivity, Introversion, Energy, Leadership, Conservative and Slowness. The first five factors of both sexes are equivalent to 6 American BCCI factors. (2) The BCCI variables were relatively reliable over three years, especially for the multimethod factors and scales of teacher´s rating and peer nominations. On the other hand, the process of schooling tended to be in favor of boys rather than girls. (3) Chinese BCCI factors significantly accounted for the variance of the posttest achievement criterion (for one semester, R^2=.603~.836; for three years, R^2=.593-.732). American BCCI factors also predicted the same criterion almost as well as the Chinese (R^2=.636-.789 and R^2=.450~.803 respectively). It is evident that the BCCI has the cross-cultural validity, whether conceptually or empirically.