This study explores the effects of physical differences in the architectural design of schools by comparing behavioral and performance variables for two groups of pupils: (1) those who had previously attended an open space school, and (2) those who had always attended classes in a traditionally built school. Three major variables are examined: academic performance, motivation for school, and security development. Differences in school marks, teacher assessment, I.Q. scores, sex and grade level are also explored. Four classes of grade 7 pupils and three classes of grade 8 pupils (a total of 210 subjects) are included in the study. The tests employed were the Institute of Child Study Security Test-Elementary Form, the Canadian Tests of Basic Skills, the Frymier Junior Index of Motivation, the Dominion Group Test of Learning Capacity-Intermediate Form, and a pupil rating scale. Results from these tests are discussed in detail. (ED)