The link between cognitive and affective outcomes can be studied from different theoretical perspectives. Firstly, traditional educational effectiveness research focused long time on achievement as output factor of the educational process (Reynolds & Teddlie, 2000b; Reynolds & Teddlie, 2000a). Last decades the importance of affective output factors next to the cognitive ones is integrated in educational effectiveness research (Knuver & Brandsma, 1993; Opdenakker & Van Damme, 2000; Konu, Litonen, & Autio, 2002; Samdal, Wold, & Bronis, 1999). Secondly, classroom environment research also provides an opportunity to become sensitized to subtle but important aspects of school life such as student wellbeing (Fraser & Walberg, 1991). The link between student perceptions of psychosocial characteristics of the classroom and student outcomes is examined within this approach (Fraser et al., 1991; Fraser, 1994). In general, research results establishing a link between cognitive and affective outputs are not straightforward and in agreement (Teddlie, Reynolds, & Sammons, 2000). In this study the link between these outcomes and student perceptions of interpersonal teacher behaviour is examined over time. The participants in this study are 429 students of thirteen secondary technical and vocational training schools in Flanders (Belgium). We focus on these students since they appear to have a lower wellbeing score in comparison with students of the academic education (Engels, Aelterman, Schepens, & Van Petegem, 2004). Earlier research states that low-track students or students of technical and vocational training schools develop an anti-school culture (Hargreaves, 1967). As a consequence, students from these tracks are less motivated and often become drop-outs. Another possible explanation for this lower motivation is given by Eccles, Lord and Midgley (1991). They attribute the age of these students as a major factor. Data are gathered in a repeated measures design. The first moment is at the beginning of Grade 9 and the second moment is at the end of Grade 10. The Wellbeing Inventory Secondary Education (Engels, Aelterman, Van Petegem, Schepens, & Deconinck, 2004), LOSO tests (Van Damme & Van Landeghem, 2002) and the Questionnaire on Teacher Interaction (Wubbels, Créton, Brekelmans, & Hooymayers, 1987) are used. A covariance analysis is performed to examine the relationship between student outcomes and perceptions of psychosocial characteristics of the classroom over time. The results of the analysis indicate positive relationships between student outcomes over time. A significant positive link is found between student wellbeing at the beginning of Grade 9 and student wellbeing at the end of Grade 10. Similarly for the relationship between student achievement at the beginning of Grade 9 and student wellbeing at the end of Grade 10, a significant positive link is reported. Students' perceptions of interpersonal teacher behaviour are related to their wellbeing. When students perceive their practical teacher as dominant-cooperative, there is a positive link with their wellbeing at the end of Grade 10. Students who perceive their academic teacher as submissive-cooperative also score higher on the wellbeing scale, but when they perceive the interpersonal behaviour of their academic teacher as dominant-opposite their wellbeing decreases at the end of Grade 10. Based on these results, we can conclude that the purpose of education reaches beyond attaining basic skills. Working on cognitive and affective outcomes is essential in the creation of a agreeable learning environment.Eccles, J. S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? 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