This study investigates the factors influencing decision-making in public school planning and design and how those factors rank in importance. Data were gathered from Illinois architects, superintendents, and principals in 17 districts receiving Capital Development Board capital program funds, in fiscal years 1984, 1985, and 1986. Framing this study is the belief that education professionals differ according to their occupational orientation. Ethnographic data gathered from 12 semistructured interviews, 29 self-report instruments, and archival and trace materials revealed that participant perceptions did not substantially differ. Events leading to the planning and construction of Illinois facilities were loosely linked with the implementation of educational programs, but closely aligned with acquisition of fiscal resources. Consequent decision strategies to acquire funds for school facilties' improvement operated successfully in the informal political arena instead of the formalized "through channels" system. Appended are a four-page bibliography, a summary questionnaire, and two data tables. (JAM)