This study is a synthesis of the research since 1980 pertaining to the relationships between school facilities and student achievement and school facilities and student behavior. A matrix was developed relevant to the research. This matrix was used to identify not only the researchers and the areas in which the research was conducted, but also the areas in which there was no available research. The former is important to the educator and school designer; the latter is essential for future researchers. Fifty-three studies were synthesized that included the independent variables of noise, facility age, color, lighting, maintenance, density, climate conditions, and classroom structure. From the research reviewed, educators and designers should consider the impact of building condition, lighting, and site noise when planning, remodeling, designing, or maintaining schools, as there was conclusive evidence that the effects of these three variables on student achievement and behavior were significant. Although not conclusive, data from the studies indicated that all of the independent variables affected the dependent variables of student achievement and behavior. These findings, along with the findings from syntheses completed in 1979 and 1982, indicate that building condition is directly related to student achievement and behavior. The literature supported that the resultant attitudes and behaviors of students improved when the facility improved or was congruous with the facility needs for the instructional program. A theoretical model was discussed that was developed by Cash (1993) and substantiated in the research of Earthman (1995), Hines (1996), and this synthesis. Using the model and the knowledge base developed by this and previous syntheses enables designers to build facilities with research-based designs and gives impetus to educators to strive to maintain facilities at the highest level possible. Even when the variance of the building environment was minimal, it was a portion of the elements affecting behavior and achievement that could be controlled through the efforts of educators and design professionals. In addition, it is a very visible demonstration or value statement made to the student of the importance that society or the community places on education. / Ed. D.