Four school buildings encompassing a total of 11 open instructional areas were subjected to the clinical method or participant observation mode of inquiry. Two interrelated conclusions regarding the open space design resulted: (1) a distinguishable variation in administrative strategies existed when each group of teachers developed its own style, and (2) administrative decisions precluded utilization of the structure as planned. Additional cases must be studied, and data regarding the impact of classroom density and central office scheduling must be accumulated. As these data accrue, comparisons and contrasts can be made. The cumulation of such cases is viewed as the contribution of educational anthropologists to the theory and practice of education and, in particular, to educational innovation. (Author/MLF)