When talking about a quality and a modern school, the focus is not mainly on the educational aims of the school, which refer to the development of students' knowledge and skills as well as good academic achievement. In the light of humanistic pedagogy, the objective of education is the wholeperson development, which includes intellectual, social and emotional growth of the student. For the social and emotional development of the student, a pleasant, supportive and positive environment is very important as well as a teacher with certain characteristics and behaviour that cherish and create such clasroom atmosphere. The students perceive the structure of the classroom environment and construct their personal experience of the teaching process and the teacher. The fact that students perceive classroom environment as either positive or negative is truly important, considering the fact that many research have proven a great impact classroom enivornment has on academic achievement, student satifaction with school and the feeling of acceptance and selfconfidence as well as decrease in student rick behaviours. A research conducted on the sample of 160 students in Gimnazija Požega aimed to investigate the students' perception of teacher's leadership style and teacher's communication profile. According to students' perspective, the results showed that teachers mostly use democratic leadership style and that their verbal and non-verbal communication with students is positive in most cases. The research also indicated that there are statistically significant differences in perceiving teacher's leadership style, considering the final grade of the participants at the end of the last school year, where participants with a lower grade assessed that the autocratic and laissez-faire style are more present with teachers in a comparison to assesments of students with a higher grade. Further on, statistically significant differences were showed in assessment of teacher's verbal and non-verbal communication, according to the final grade of the participants again. The participants with a lower grade perceived that teachers listen to, encourage and praise them less in a comparison to participants with a higher final grade. Finally, the results indicate a statistically significant positive correlation between the final grade and teacher's leadership style, where democratic leadership style positively corelated with the final grade, while autocratic and laissez-faire style corelated negatively with the final grade. These results confirm the importance and significance of gaining insight into students' perspectives of teachers and their behaviour towards students, which ultimately presuposses the quality of classroom environmet as well.