The project attempted to discern the possible resulting effects on children and teachers from major structural changes in the design of classroom space. Three assumptions were tested: (1) children will assume greater initiative in resource use, (2) teachers get to know the children better, and (3) team teaching in open space classrooms contributes to better academic success. For this study, two schools were selected that resemble each other in a number of variables to minimize effects from socioeconomic, racial, or ethnic differences; mobility of families; or length of membership in the community. Study data were collected through (1) a Child Study Security Test, administered to all subject children on two occasions; (2) a teacher rating questionnaire and a correlation matrix; (3) scores on four subtests of the Canadian Test of Basic Skills; and (4) student I.Q. scores. The findings indicate, in part, that while a general improvement was shown in security, consistency, and independence scores for some students, each grade level in both schools showed a constancy or stability for each of the three security measures; the belief that students in open space classrooms increase in developing their feelings of self-confidence, work habits, and desire to work independently was not supported; teachers working in open space classrooms show some slight advantage over teachers in traditional classrooms in their ability to rate students in accordance with children's self description on a personality test; and that, based on tests of grade six students, students in traditional classrooms do better academically. (Author/MLF)