The process of designing Wake Technical College's campus child development center involved a team of college administrators, early childhood program staff, and an architectural consultant. The design process included a needs assessment, an interest survey, center visitations, team formation, goal refinement and clarification in brainstorming sessions, and determination of the number of children to be served and the space required for them. Teaching staff identified objectives for each center activity, space requirements, and visual and acoustic needs. The spatial inventory served as the basis for subsequent detailed planning of areas for infants, toddlers, and preschoolers. Architectural models were made of the spatial layouts, and the models were critiqued and improved. Approved models were used to revise diagrams corresponding to each activity area. Similarly, a process was developed to explore the relationship of the center's parts to its entirety. The organization of zones for outdoor play and of spatial layout, and the choice of equipment for children of various ages, were accomplished through the manipulation of zone and activity cards. Finally, the integration of classrooms and staff needs was analyzed. It is concluded that the involvement of center staff in the guided process was beneficial to both the staff and the architect. (RH)