Researchers at the Center of High Performance Learning Technologies (CHPLE), Virginia Tech, conducted a study investigating issues related to integration of learning technologies with architectural systems in contemporary learning environments. The study is qualitative in nature, and focuses on integration patterns of learning technologies with the envelope and the interior systems as they pertain to occupants' performance. The research sample included twenty five learning environments in four Governor's Schools in Virginia. Teachers utilizing these spaces represent a diverse sample of middle and high school science and technology teachers. The study played multiple roles in a participatory design process, these roles can be described as (a) the descriptive; the study offered a description of the current state of knowledge represented in data gathered from teachers at their learning environments. This data described the context of the study as the first part of the rule for pattern formulation. (b) The explanatory; it also explained design criteria and constraints for integrating learning technologies in the space, and how this integration influences design decisions. These decisions were primarily dictated by teaching-learning practices in the space (patterns of events). (c) The prescriptive; it finally offered design patterns for integrating learning technologies with components of the architectural systems (patterns of space). (Contains 9 figures.)