The purpose of the study was to examine the relationship between students' perceptions of their school environment, which is the relationship between teachers, students, coaches, school equipment and school arrangement, and its impact on student motivation in sport and exercise. The research also intended to establish the differences in the perception of the school environment on motivation in sports and exercise according to gender and age. The study was conducted on a sample of 139 children aged 7 to 10 years, attending second, third and fourth grade. The children completed Participation Motivation in Sport Questionnaire (PMQ; Gill, Gross and Huddleston, 1983) and Questionnaire Assessing School Physical Activity Environment (Q-SPACE; Robertson-Wilson, Lévesque and Holden, 2007). Part of the questionnaire was completed online and part in physical form. In terms of motivation in sport and exercise, basic statistical analysis showed that children like to spend time with friends and like to do something they are good at and don't attach much importance to reputation and popularity. The data also indicate that children are motivated by developing and improving their skills, exercising, having fun and having a team atmosphere. Gender differences showed no statistical significance. Furthermore, a large effect size was found between motivation to participate and the school environment (r= .62, p< .01). Variable social environment is most correlated with the variables skills/competition (r= .47, p< .01) and team atmosphere (r = .44, p< .01). Judging by the results of this study, the school environment is important for children because they spend a significant part of their time in school. Children in school should be informed about the physical activities that take place within the school, but also in the community so that they can acquire the habit of engaging in physical activities.