This report examines how the traditional roles and relationships between a school system as owner, and the architect, as designer, are substantially altered when educational facilities share their spaces for non-school use. It indicates that shared use often brings school systems into conflict with their new partners over design criteria, building access and control, and scheduling. These additional funding sources and user groups may have their own defined cultures, which through a period of trial and error, must adjust to the two established cultures of the architect and the school system, and vice versa. Both the school system and the architect, their historical roles substantially changed with the introduction of new stakeholders, now must adjust to the additional owners and using groups whose criteria sometimes are at odds with the established school system. The extent of these conflicting cultures is described. (Contains 13 references.) (GR)