In our attempt to build up the science of Architectural Psycho-logy we seem to have neglected the essential contribution that Psychology can make to architectural students. The only infor-mation they can use in creating environments is that acquired in their education and training. The intention of this paper is to give a general impression of our attempts to include psychology as part of the architect's education and to look at some of the most fruitful approaches and techniques in teaching the subject with special reference on information received from current architectural projects.