Embedded in the public mind and school architectural design is a deeply rooted image of teaching. This traditional image, established well over a century ago, persists despite a continued interest and repeated efforts on the part of educators to change the every day experiences of teachers and students. Indeed, examinations of teacher practices and beliefs--including the study presented here--demonstrate that teachers' conceptions of their work does not fall into neatly defined categories. Rather, teachers' role conceptions are more varied, and are comprised of several different dimensions within and beyond the classroom. Furthermore, teachers whose role conceptions are more complex (i.e., non-traditional) are often unable to fully realize, experience, or implement all desired aspects of their work due to a number of factors. The author suggests that one such factor is the architectural design of the school. A study of two Northern California high schools considered to have traditional architectural designs is presented. Given the traditional images of teaching embedded in the architectural designs of these two schools and that most of the seventeen teachers who participated in this study expressed or exhibited non-traditional orientations in at least one, if not more aspects of their work, how does their use of space compare with the images of teachers' work embedded in the school architecture? How does their use of space compare with school planners' expectations about what the teachers' experiences should be? And finally, how does school architectural design support or constrain these teachers' execution of current images of teaching and schooling? This study considers these questions. (Contains 4 figures.)