The primary purpose of this study was to examine the relationships of classtutor warmth and refusal with student's achievement in Chinese and Mathematics. The subjects were seventh grade students drawn from eight classes of which the class-tutor taught either Chinese or Mathemtics. In 4 of the these classes. had in general superior scholastic achievement (SA) while in the other 4 classes, students had comparatively lower achievement (LA). 　　The AGCT and the Teacher Affect Questionnaires were administered to the subjects. 　　The main findings were as follows: 1. The class-tutor warmth, as perceived by students, had positive relationships with students' achievement in six of the eight classes. But an inverse relationship was found with boys' Mathematics in SA group and boys' Chinese in LA goup, After the intelligence factor was controlled, the basic pattern as shown by the simple correlations was still apparent. 2. As to the negative class-tutor affect (refusal), inverse relationships were found in all eight classes with students' achievement. After the intelligence factor was controlled, the basic pattern was still the same except the girls' in LA group.