The fields of psychology and education have long been studying classroom social climate, student perceptions of the social and psychological properties of their classroom group. Research literature suggests that classroom social climate has a significant effect on student performance issues such as academic achievement, attendance, course satisfaction and other variables. However, research in this field is considered by some to be complex and elusive as it deals with intangible judgements based on student perceptions of their classroom environment. This paper considers methodologies ol assessing the intangible nature of classroom social climate. The use of high inference measures is discussed with special attention given to the College Classroom Environment Scales (CCES).