Previous studies have identified sociocultural factors as one set of classroom variables impacting students’ performance in science. In this study, Jamaican grade 12 students’ perceptions of the sociocultural environment of their chemistry classes were measured, using a modified version of the Sociocultural Environment Scale (SCES) developed by Jegede and Okebukola (1988). The six sociocultural factors explored in this study are: authoritarianism, goal structure, traditional cosmology, societal expectations, sacredness of science and language. The measures of the students’ perceptions on each of these factors are reported here, and the implications that these measures have for students’ learning in chemistry are discussed.