It is most important, even crucial, for people’s well-being to deal with the decisions concerning their own environment. The group which is usually forgotten even in the most collaboratively arranged urban planning and design processes are the children. In this paper we report the preliminary results of the research project called InnoArch, Places and Spaces for Learning during the first year of the project (2007). (belongs to a trans-disciplinary InnoSchool consortium aiming to develop a set of research-based good practices, processes, models and designs for the Future School Concept.) The pedagogical idea based on inquiry-based learning encourages to strengthen children’s (pupils) epistemic agency in the local community and to empower them to be active stakeholders in it. We invited pupils to take part in the planning and design process by developing methods to find out what kinds of places and spaces attract them and why. Our research questions are pointing on two directions: 1. In what ways can the collaborative planning and design process with children act as a tool for active citizenship and cultural learning? 2. In what ways does children’s environmental local knowledge enrich urban planning? Several sub-studies were carried out with pupils to produce data of their environment by following methods and this paper is aiming to describe one of them. In this sub-study at Arkki (School of Architecture for Children), several planning and design workshops were organized for children to examine their visions for a better future school. Students in two age groups (7-11 and 12-18) were producing ideas of their own in scale models, texts and drawings for the school building and the environment. The workshops were documented in photographs and videotapes. InnoArch is constructing the research both on the socio-cultural and pedagogical ground and on architectural theories about place and space, which have been developed along with the thinking of human geographers. The project aims to figure out a concept for the future school and a learning neighbourhood. The preliminary results of the project already show how safe and free the children’s experiences of their daily environment in Finland are and, how important for general well-being in life environments it is to manage their own “working” places.