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This report describes the development andvalidation of an instrument, the University MathematicsClassroom Environment Questionnaire (UMCEQ), forassessing the mathematics classroom environment in ter-tiary institutions in China. Through the use of multiplemethods, including exploratory and confirmatory factoranalyses, on two independent samples of 1,476 and 1,024tertiary students, results show that the 48-item UMCEQfinalised in this study has a stable factor structure and goodpsychometric qualities, including reliability, discriminantvalidity and construct validity. The concurrent validity ofthe UMCEQ is also examined through its correlations withstudents’ approaches to learning. These eight factors coverall three categories for conceptualising human environ-ments, i.e. relationship, personal development and systemmaintenance and change. Four dimensions are suggested tounderstand the characteristics of classroom environment inChinese tertiary institutions. The implications and sug-gestions for future research are finally put forwad