Twelve assumptions concerning learning are presented which underlie the rationale for the establishment of learning laboratories in 3 small high schools in Utah. Based on these assumptions, 12 specific recommendations are made for the improvement of education in small, rural schools through implementation of the learning laboratory concept. A description of equipment and furniture in the Utah learning laboratories is included. An evaluation of these learning laboratories is provided, along with examples of how the schools have made use of existing facilities and equipment in converting traditional classroom arrangements into learning laboratory designs. (DA)