This study investigated achievement and attitude changes of students, and attitude changes of teachers in open-space and closed-space classrooms. Two hundred students stratified on sex and elementary school were randomly selected from open- and closed-spaced high schools. Students were pre- and post-tested on reading comprehension, language usage, mathematics, science, and attitudes toward school, teachers, counsellors, administrators and subject areas. Teachers were pre- and post-tested with the Minnesota Teacher Attitude Inventory. Data were submitted to analysis of covariance, with significance level set at .05. There were not significant differences in English or science achievement; students who had attended closed-space elementary school showed greater mathematics achievement in both high school situations. Several attitudinal differences were observed for subgroups of the student population; overall attitudes were positive in both treatment groups. Teacher attitudes were also positive. Teachers in open-space classrooms became more positive on rigidity and severity in handling pupils, while closed-space teachers became less so. (SD)