"This study is part of a Ph.D. that explores the relationships between the classroom environment and its effects on the practice of teachers. Through the definition of environment, a framework for defining the classroom environment has been developed, a hierarchy of designabilitv has been identified. he classroom environment has teachers, regulators and designers involved in the designing team. As diverse groups, misconceptions and different points of view occur. In the effort of identifying how these groups interact, an analysis of how they view the setting is developed into a hierarchy o! designability. The physical environment of the classroom has been classified into two main groups: hard architecture and soft architecture. Hard architecture is defined as fixed features, that is, physical features that are relatively non movable (eg. walls). There are three categories in the soft architecture group. These are: semi-fixed features (eg. electrical sockets), semi-flexible features (eg. bookshelves) and flexible features (eg. chairs). With these elements in mind, the classroom environment "design" team deals with them in very distinct ways. The importance given to each of the elements differs with each of the groups. For the teacher, hard architecture is of limited relevance because it is relatively non changeable. It is, for the teacher, not as significant as the soft architecture where he/she can have a greater impact. The regulator is more concerned with minimum standards primarily for hard architecture, the reverse of the teachers. Designers, on the other hand have an interesting position within this hierarchy. They can be seen as mediators of the other two. The designer has to be concerned both with the hard architecture and soft architecture and balance the requirements of the teacher and the regulator."