This study reports relationships found between FIRO-B (Fundamental Interpersonal Relations Orientation) scores and preference for classroom spatial settings. It was hypothesized that differences in interpersonal needs would be reflected in preferences for particular physical environments in which to teach. The sample consisted of 276 graduates and undergraduates enrolled in courses in the Syracuse University School of Education. The majority of the graduates had had experience as teachers. The FIRO-B and a questionnaire designed for the study were administered to determine preferred classroom settings. Chi square values determined significance of relationships. Results indicate a definite relationship between interpersonal needs scores and classroom preferences. As predicted, persons with high control needs opted for a structured situation with the teacher in a position of control. Low control individuals selected settings in which the teacher's control position was less obvious. This relation between interpersonal needs of teachers and the classroom environment has implications for teacher and student grouping. Further research is needed to determine the importance of these findings for learning. (Author/RT)