Research problem: Government and educational efforts to increase country's educational level and academic achievement have never contemplated classrooms' design and its' acoustic as many other countries have done. Based on this fact our project aims to answer the following research question: What is the classrooms' physical design and acoustics role in elementary schools in the students' intelligibility, teachers-student level of communication and academic achievement? Urban context: The study will be performed in Mexico City's elementary schools registering their physical design and acoustic levels of the school itself and selected classrooms at different days and hours. Simultaneously to the classrooms' acoustic levels students and professors will answer several validated psychometric tests to evaluate intelligibility, communication process interruption and personal annoyance. Relevant literature: According to Shield & Dockrell (2003) most of the classrooms' noise studies have been performed in: a) elementary schools with participants between 5 and 11 years old and that most of them concentrate their evaluation on b) cognitive processes while performing classroom tasks and school performance. On the other hand, Crandell & Smaldino (2000) in their exhaustive review of acoustics' classrooms effects (noise, reverberation, sign/noise rate and emissary/listener distance) demonstrate negative effects noise has in the students' speech perception. Based on these representative examples of theoretical and empirical antecedents we decided to integrate in our research the study of noise in schools' environments as: a) a communication interference element, b) deteriorating factor for academic performance and c) a hamper aspect for the cognitive process of students. Research questions, objectives and hypotheses: What is the classrooms' physical design and acoustics degree effect in elementary schools in the students' intelligibility, teachers-student level of communication and academic achievement? OBJECTIVE: Identify the educational and psychological effects the physical and acoustics prevalent conditions in a sample of elementary schools classrooms have on the students' academic achievement. HYPOTHESIS: Acoustics and architectonic design produce both negative psychological symptoms (annoyance and communication interference) and educational effects (low intelligibility which will derive in low students' school achievement moderated by participants' socio-demographic characteristics. QUESTIONS: Is there a significant correlation among the schools' and classrooms' architectonic design and students' academic achievement, speeches' intelligibility, annoyance perception and communication interference? Is there a significant correlation among the schools' and classrooms' acoustics levels and students' academic achievement, speeches' intelligibility, annoyance perception and communication interference? Is there a significant association among speech intelligibility and school performance? Methodology: Our research design contemplates as 1. Independent variables: Acoustics measured by noise, reverberation time and sign/noise ratio, and architectonic design appraised by emissary/receptor distance, equipment and spatial organization. 2. Dependent variables: annoyance, academic achievement, intelligibility and communication interruption. Socio-demographic characteristics such as: students' age, sex, mothers' educational level and household social density are considered as moderatos variables. Two phases are contemplated: a) Exploratory and pilot study to psychometrically validate the psychological instruments and to standardize the physical measurements and procedure. The second and final study aims to probe association's hypothesis among contemplated variables: physical, psychological and academic. A model will be proposed.