A study compared performances on a test of selective auditory attention between students educated in open-space versus closed classroom environments. An open-space classroom environment was defined as having no walls separating it from hallways or other classrooms. It was hypothesized that the incidence of auditory figure-ground (ability to focus selectively on portions of incoming auditory stimuli) problems present in third graders educated in an open-space classroom environment would be greater than in third graders instructed in a closed classroom situation. Subjects, 20 students from open classrooms and 17 students from traditional classrooms, were given a selective auditory attention test after familiarization with the word-picture associations and the testing procedures. Results indicated a slightly higher performance by students from open classrooms, but not at the significant level. (Tables of data are included, and a review of the related literature, extensive references, and test results are appended.) (NKA)