This paper reports the findings of a study of the influence of the classroom learning environment on students’ cognitive and affective outcomes among 2,498 third-semester computer students in 50 university-level classes in Indonesia. Students’ perceptions of the classroom environment were measured using an Indonesian version of the What Is Happening In This Class? (WIHIC) questionnaire. To assess students’ affective outcomes, a scale derived from the Test of Science Related Attitudes was adapted for use in higher education computing classes and translated into Indonesian. Students' final scores in their mathematics course (either linear algebra or statistics) were used as a measure of cognitive achievement. Secondary aims of the present study were to examine whether differences exist between (a) students’ perceptions of the actual and preferred classroom learning environment, (b) males’ and females’ perceptions of the actual classroom environment and (c) students' perceptions of the learning environment in linear algebra and statistics courses. The results of this study contribute towards explaining why students are achieving at less than desirable levels in their computing courses.