This bulletin reviews the last ten years of research on open space schools in an attempt to provide information for future decision making. The first section defines and presents the historical development of open space schools. The second section reviews the research concerning effects of open space schools on teachers, and section three discusses the research on effects of open space schools on students' achievement and behavior. Most of the research reviewed in these two sections deals with elementary and middle schools. Section four critiques the research presented and examines its credibility. Finally, conclusions based on the research reviewed are presented and recommendations are given for (a) possible future directions of research; and (b) design, construction, and implementation of open space schools. Some of the conclusions stated that teachers in open space schools (a) see themselves as more autonomous, and at the same time more highly influenced by their colleagues; (b) feel more satisfied with their jobs; and (c) spend less time on routine activities than teachers in conventional schools. The conclusions also stated that (a) both teachers and students in open space schools believe that noise level is a problem, (b) neither the open space school nor the conventional school has demonstrated academic superiority, (c) open space schools seem to provide greater opportunities for alternative learning goals, and (d) open space schools seem to facilitate growth of more positive self concepts in learners. (PB)