This　study　explored　the　relationships　between　Chinese　college　students＇　perceptions　of　the　classroom　environment　and　some　affective　aspects　in　the　study　of　mathematics.　A　total　of　2529　students　responded　to　three　measures　that　were　specifically　designed　to　assess　college　students＇　perceptions　of　the　mathematics　classroom　environment,　their　emotional　experiences　and　values　of　studying　mathematics.　Comparatively,　the　students　had　a　higher　score　on　the　value　of　mathematics　but　lower　scores　on　their　emotional　experiences　of　mathematics　learning,　and　the　characteristics　of　the　classroom　environment　had　some　significant　effects　on　the　students＇　emotional　experiences　and　values　of　studying　mathematics.　The　eight　classroom　environmental　factors　were　categorised　into　three　groups　according　to　the　nature　and　extent　of　their　effects　on　students＇　affect　in　mathematics　learning.　Although　most　classroom　environmental　factors　had　a　positive　impact　on　college　students＇　emotional　experiences　and　values　in　the　study　of　mathematics,　the　effects　of　two　environmental　factors,　the　difficulty　of　studying　mathematics　and　teacher　support,　were　of　particular　interest.　Given　these　results,　instructors　are　encouraged　to　leave　more　room　for　student　autonomy,　to　adopt　some　innovative　learning　approaches　to　promote　student　collaboration　and　to　pay　close　attention　to　the　difficulty　of　the　mathematics　curricula　and　competition　among　students.