The progress of a class of tenth grade Honors Biology I students learning in an open space learning environment during the first six weeks of the 1985-86 school year was compared to the progress of a similar class studying under the same teacher in a traditional, closed classroom the following year. The study was conducted in Westfield High School (in Texas's Spring Independent School District), a school that was remodeled between the two school years from an open space configuration to a more traditional design. Student progress was tested by comparing pretest scores from the first week of the year to scores achieved at the end of the first six weeks. A t-test revealed no significant relationship between student achievement and building design. A questionnaire completed by 36 of the high school's 120 teachers indicated that teachers (1) found conditions in open space buildings more disruptive, (2) associated closed classrooms with greater teacher-student interaction, and (3) believed that closed classrooms were preferred by parents, students, and teachers. This report also provides a review of related literature, an appendix containing the classroom design questionnaire for teachers, and a two-page bibliography. (PGD)