As more schools incorporate learning gardens into their campuses to help educate school children on nutrition (Parmer and Stuempler, 2009), connect students to nature (Bucher, 2017), and grow healthy food; there is a need to better understand how the physical design and components of the garden facilitate the use and programming of the gardens for teaching. There is little research on how the physical characteristics of a garden influence those benefits and challenges. This study seeks to assess the usefulness of an intentionally designed garden typology that has been implemented at three different school sites. By documenting the differences between the three gardens and surveying faculty and staff, the study identifies how the gardens and their components are used by teachers. The results indicate that the intentionally designed gardens are used for many purposes, have successful seating components, and reduce overall maintenance for teachers responsible for the gardens.