This dissertation was conducted to explore the influence of architectural design on educators' and students' behavior and perception about their learning. The study began with four principal questions, concerning a new academic building at the University of Kansas. However, the inquiry process took me to different directions. The questions focused on (1) decisions that planners and architects made about digital technology and learning principles; (2) how decision-making reflected the capability of technology to individualize education; (3) what the new building design offered students that the old one did not; and (4) how the new design affected students' perception of their learning. I spoke with the three groups of participants. In order to provide a comprehensive picture, architects, faculty members and students were interviewed for their perspective and insights. The data relevant to the first two questions indicates that digital technology was a factor in the building design, but not a major one. Based on the data relevant to the third and fourth questions, teachers believed that classroom/tech designs could work for students, but several features created a degree of frustration. The students appreciated most technological features, but some felt lost, some found design features distracting, and some wanted more quiet study space. Yet, the space seemed "sticky" from some perspectives, facilitating collaborative learning and social activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]