The workshop illustrates how Psychology and Human Aspects of Design has been taught at the Oxford School of Architecture as an integral part of Architectural Education rather than a collection of odd lectures or projects. It outlines in simple terms the aims and objectives of the course. the syllabus in each of the 3 years as well as a select list of bibliography and sample examination questions. There is also reference to the teaching methods involved and Environmental Psychology projects that students chose to carry out during their second year of architectural education. In an era where shifting balances between policy makers, project initiators, designers, planners and clients, the architect should be educated not only to meet the EEC directive in a cosmetic fashion but in real terms of studying seriously Human Aspects of Design in both theory and practice. After all some architects have done it in the recent past by winning not only RIBA gold medals but in meeting human needs and aspirations in both local schemes and international projects. It is suggested in this workshop that the main contribution of Psychology or other courses on human aspects in architectural education should be made in she first three years of the course and that once the groundwork has been laid down it does not matter what direction in Architecture the student pursues afterwards. The important fact is that undergraduate students of architecture should be instilled with a 'psychological eye' in addition to their traditional 'creative' eye to enable them to search for human consideration not considered in their designs before. The criterion of success is not to be found in the practical rules of thumb that are acquired, but in the general framework and awareness of the nature of science in relation to our aesthetic and social needs. By far the vast majority of architects will practise their profession. It is that group of architects that Psychology has a major role to play. After all, over the past 29 years we have produced more than 2,000 graduates in Architecture who have studied Architectural Psychology and Human Factors not as an option but as an integral part of their 3 year course in Architectural Studies. It is not surprising therefore to find that in the current EEC directive Chapter I Article 3, six of the eleven criteria address the subject matter of this course.