This study describes Effat University students' perceptions of their classroom climate and their motivation to study English, and investigates the validity and reliability of an Arabic questionnaire for measuring student perceptions and motivation (Maherzi, 2000). To this end, 137 female students participated in the cross-cultural validation of this questionnaire, which is comprised of their motivation for studying English, their perceptions of the teacher's communication style and feedback, and their perceptions of autonomy (self-determination) and competence. Results provide support for the validity and reliability of the questionnaire. Implications for the use of this questionnaire in theoretical and applied research, as well as for teaching with references to perceptions of classroom climate and motivation, are discussed.