"This presentation will consist of observations about the changing nature of the study of socio-cultural aspects of environments in architectural education over the past quarter century in the United States. Observations will be based upon three areas of experience: 1) as a teacher, 1969-present in people-environment-relations at the Universities of Illinois, Arizona, Arizona State, Kansas and Cincinnati in architecture programs; each of these programs had different emphases due to their unique histories and university contexts, but each was affected by the national debates about the direction of architectural education; 2) as a member of the Cultural Aspects of Design Network of EDRA and as an organizer of Built Form & Culture Research activities in the U.S. since 1980; the first Built Form & Culture Research Conference was held in Lawrence, Kansas in 1984 and was organized by the new graduate program in architecture focused upon architecture-culture interactions. A network of people interested in the topic was formed under the leadership of Setha Low in 1985 and became one of the most active of the EDRA networks, and 3) as a participant in the EDRA 23 (April 1992) workshop on the role of socio-environmental studies in North American architecture schools; other participants had a variety of experience in architectural education through teaching courses in programming, postoccupancy-evaluation, person-environment studies, social aspects of design, housing evaluation, and meaning in environments, in addition to extensive research experience. Socio-cultural aspects of environments have been a growing focus of people-environment research in the past decade but despite this expansion in research, architectural education does not appear to have been changed in any significant way. There are, however, a few strands in architectural education which offer the most promise for integrating socio-cultural aspects of environments into their studies. Such strands in education include architecture programs with a regional or social-group focus, with a vernacular or social history emphasis, where research and undergraduate programs are less separated, and where there is an emphasis in theory of place and community. These strands will be reviewed briefly in relation to the presentations of the other participants in the workshop on "Evolving Roles of Socio-environmental Studies in Architectural Education: An International Perspective."