"Built environment education" refers to the various types of learning activity for children and young people of school age which use buildings, places and spaces as a context for learning. It covers many different kinds of built settings such as: historic and contemporary; urban and rural; and exceptional and commonplace. It also has a considerably broad remit, including pupil involvement in designing and building their school; projects focusing on the relationship between people and places; pupil exploration of their own communities and local built environments; and linking religions, cultures and places. In September 2006, the National Foundation for Educational Research (NFER) was commissioned to undertake two research projects which independently considered the supply side (providers) and the demand/audience side (teachers/schools) of built environment education. Both sets of research focused on three pilot regions (London, the South East and Yorkshire and the Humber). Supply side research (September 2006-February 2007) consisted of an investigation into the provision of work on offer by built environment education providers. Demand/audience side research: (March 2007-September 2007) included an overview of teachers', headteachers' and governors' views on using buildings and local places as a learning resource. Key project findings include: (1) There is a wide range of learning activity available to schools across the three regions; (2) Providers demonstrate a willingness and intent to supply schools with high quality provision, opportunities and experiences; there is also evidence of a clear demand for built environment education from schools and teachers; (3) School staff demonstrate awareness of, and enthusiasm for, built environment education and are familiar with the benefits it can bring to teaching and learning; (4) Evidence suggests a discrepancy between the remit of built environment education providers and the needs of teachers, in that providers see themselves as serving schools primarily at a national and regional level and teachers typically use providers in the local area; (5) The potential of local buildings, places and spaces to facilitate and support schools' pursuit of the five outcomes of the Every Child Matters agenda could provide an effective means of encouraging further take-up; (6) More information is needed regarding the availability of, and opportunities associated with, built environment education as well as advice and guidance relating to how to use buildings and local places can be used in teaching; (7) From the teacher perspective, the development and promotion of a single source of information, particularly if web-based, could provide a useful and effective means of supporting their engagement with built environment education; and (8) Research indicates that it is important for schools to have a practitioner or local authority advisor who can provide support, inspiration and advocacy for this way of working. ["Engaging Places" is a partnership between the Department for Culture Media and Sport (DCMS), English Heritage, the Commission for Architecture and the Built Environment (CABE), in association with the Department for Children, Schools and Families (DCSF--formerly DfES) and the Academy for Sustainable Communities (ASC) set up by DCMS. The National Foundation for Educational Research (NFER) was commissioned by DCSF to undertake this research.]