This study was designed to observe, record, and describe the interface between educational facilities and learning climate in three elementary schools, comparing the results with results from a 1990 study. Data came from taped informal interviews, videotape recordings, observations, and conversations with parents, teachers, and administrators. Study instruments included the Classroom Spatial Utilization and Migration Observation Form and the Teachers' Educational Facility Perception Questionnaire. Data analysis indicated that school facility had a definite impact on total learning climate. Specific physical features (space, equipment, maintenance, appearance, comfort, and general physical arrangement) had the ability to positively or negatively impact learning climate. Teachers had specific preferences regarding safety, aesthetic, instructional, and equipment features of their classroom. Results found that architectural features and general schematic arrangements relative to the physical location of the school could affect the learning climate in the area of safety and aesthetics. The open space (pod) design negatively impacted the learning climate in the area of comfort and space. Student movement in the classroom and school was affected by available space, learning centers, equipment, and other materials. Space outside the building had to be properly allocated for the ingress and ingress of vehicles and loading and unloading of students to ensure safety at all times. (SM)