It has been suggested since the early 80's that America's public schools are not meeting the needs of America's citizenry and that the schools are in need of repair. This paper describes a study conducted at Neville High School (Louisiana) in 1996-1997 and designed to examine the effects of facility renovation on faculty morale. Data collection included comments from 10 teachers along with direct observations, participant observation, and document review. Questions considered participant views of the renovation process; their levels of frustration; their concerns over changes in certain physical properties that may effect school tradition and heritage; and feelings of pride, motivation, and new attitudes. Findings show a wide spread of competing emotions, e.g., participants expressed negative comments about change while indicating how excited they were about the newness of it all. Despite numerous negative comments, overall morale appeared to be higher as a result of the renovations. Teachers were more active, showed greater collegiality, and were interested in showing visitors the newly renovated areas. Appendices describe the participants and present the history of the school. (Contains 4 references.) (GR)