Interviews were conducted with 27 teachers working in open space schools in Australia. The selection of interviewees was arranged to find those with both critical feelings of the deprivation of their traditional roles and the independence of the self-contained classroom and with enthusiasm for what others view as a major component of educational progress. Those who felt uncomfortable with the new schools (some to the point of requesting transfer to traditional schools) cited among their problems a lack of discipline, an "anything goes" attitude by the children, excessive noise, the difficulty of enforcing their own standards when not supported by other teachers, and dislike of practical aspects of the physical environment. Those who liked the schools cited (1) the opportunity to cooperate as a staff, (2) the enhancement of possibilities of learning successful teaching strategies from other teachers, (3) a feeling of increased independence and freedom to experiment, and (4) the validity of having teachers focus on their special abilities rather than try to cover all things for all children. It was inferred on the basis of this interview that the open space school is not necessarily geared to every teacher's personality and abilities, but that it is a positive innovation for many. (CD)