Since 2000 Glasgow City Council have undertaken a major building project (Project2002) aimed at improving the quality of the physical environment in all twenty-nine secondary schools in the city under its authority. The actual type of building work undertaken has varied across the schools and ranges from a major refurbishment of some schools through to building completely new schools. With the support of the City Council, the Psychology division at the University of Paisley have undertaken an evaluation study of these new learning environments and their impact on users. Within the area of environmental psychology, it is widely recognised that consultation with users of the building (stakeholders) during the design process, is important (and many would argue essential) in order to produce a successful building (Scheer & Preiser 1994). Despite this, stakeholder involvement in the design process is often far from ideal. The reasons for this are many and varied and include cost/time considerations and often a lack of understanding of how this ‘consultation’ can be effectively implemented. It is also possible that some stakeholders may have little desire or expectation of being involved in the design process and therefore stakeholder satisfaction with their level of involvement in the design process may not correspond directly with their actual level of involvement. The purpose of this paper was to examine the relationship between users perceptions of their new environments (in this case staff in the secondary schools) and their satisfaction with their involvement in the design process. In particular it was hypothesised that there would be a significant positive relationship between staff perceptions of their ‘new’ schools and their level of satisfaction with their involvement in the design process. The research investigation was based on questionnaire surveys conducted with staff in three of the new secondary schools; these schools covered the range of different building work outlined earlier (i.e. from refurbishment through to complete rebuild). The questionnaire was designed as part of a larger evaluation study of how the new learning environments were perceived by pupils and staff. For the purposes of this paper, the subjects comprised only of staff that had worked in both the ‘old’ and ‘new’ versions of the schools. The staff were sampled by distributing the questionnaire through the internal mail system; this was then completed in their own time and returned to the researchers using stamp, addressed envelopes. The sample size consisted of 120 respondents across the three schools. For the purposes of this paper, staff perceptions were measured on three aspects: (i) responses to twelve aspects of the learning environment e.g. aesthetic appearance (external and internal), noise levels, security, etc. (ii) responses to six items that were combined to produce a measure of staff ‘self-esteem’ in relation to their work e.g. I feel motivated in my work’, I am proud to be a member of staff at this school’, etc. (iii) responses to six items on key work-related behaviours e.g. having enough storage space, finding a quiet place for class preparation time, etc. Involvement in the design process was measured in terms of “level of actual involvement” and “satisfaction with level of involvement”. The first correlational analysis examined the relationship between “level of actual involvement” and “satisfaction with level of involvement”. The analysis showed a significant, positive, moderate correlation (r = +0.56, p