All 100 general assignment classrooms at a major university were evaluated by faculty and students, using faculty and student questionnaires. Respondents rated the classrooms they were currently occupying on a number of specific features and indicated what they liked the most and the least about the classroom. Thirty percent of the faculty found the classrooms in which they taught to be poorly or very poorly suited to their teaching purposes. Poor ventilation and poor temperature conditions were prevalent problems. Forty-four percent rated the aesthetics of classrooms as poor or very poor. The noise level, either inside or outside the classroom was considered distracting by approximately one-third of the instructors. The arrangement of student seating was unsatisfactory to about one-fourth of the teachers, and audiovisual facilities were judged inadequate by about one-fifth. The overall ratings of classrooms by students were higher than by faculty. Only 15 percent of the students rated the classrooms as poorly or very poorly suited to their learning purposes as opposed to 30 percent of the faculty rating the classrooms as poorly or very poorly suited to their teaching purposes. However, 33 percent of the students reported that classrooms were poorly suited for test-taking purposes. The storage areas for personal belongings and ventilation was rated as inadequate by about one-half of the students. Space between seats, aesthetics, and writing surface areas, and temperature were rated as inadequate by 28 to 43 percent of the students. The factors most important to overall classroom suitability were also analyzed. (SW)