The construction of new schools is a complex task requiring a great deal of executive direction that is most successfully attained if the executive function resides permanently in one individual. Data were collected through observation of schools in 6 school districts (photographs and films); document analysis (newspapers and other media, and reviews of technical reports); and interviews with principals, teachers, school board members, superintendents, parents, custodians, architects, contractors, and 20 school facilities planners. A successful facility construction process requires the coordination of three functions: executive, providing procedural order and allocating resources; professional, providing specialized knowledge; and representative, balancing attention between special interests and the common good. The facility planner fulfills the executive function, overseeing and coordinating nine fundamental steps involved in school facility construction: (1) needs assessment; (2) long-range planning, including formation of planning and advisory groups; (3) fiscal planning; (4) school building planning, which includes school site planning and selection, architectural services, and educational specifications; (5) contractor bidding; (6) building construction; (7) occupying the building; (8) postoccupancy evaluations; and (9) school facility use, which includes judging the final project and implementing plans for full utilization of the school. (TEJ)