Abstract This study reviewed relationship between determinants of classroom learning environment in Rivers State senior secondary schools. Many variables interact in complex ways to give each classroom its distinct characteristics. Ideally, curriculum, instruction and instructional materials interact in the classroom to make different but essential contributions to an educational programme. A clear-cut distinction among the three components of an educational programme however, is not readily apparent in practice. The classroom, owing to the range of purposes, number of participants, and duration of existence, is a complex environment. To identify significant instructional cues in the classroom, the student must in turn develop an interpretive competence to navigate the complexities of the classroom. There are even some basis to argue that “common sense” understanding of teaching and learning are as powerful as any of the explanatory modes that have been developed in the behavioral science for the teacher to succeed. It is reasonable, therefore, to give “understanding” due emphasis as a goal for research and/or practical tool for teachers. Keywords: classroom learning environment, curriculum, instruction and instructional materials