No significant difference of student-concrete physical environment interaction occurred with a change in physical environment. A test was made on five null hypotheses related to the change of physical environment and (1) student-concrete physical environment interaction; (2) environmental preference by students; (3) student attending behavior; (4) student movement within the classroom; and (5) student-concrete physical environment interaction relationship to temperature, humidity, atmospheric pressure, sound level, and illumination level. All data recording and collecting procedures were made through classroom visitations and observations in classes that involved academic subjects. Subjects for the study consisted of 230 elementary and junior high age students located in three separate school facilities in Wisconsin. Forty of these subjects were educable mentally retarded children. All students had been in an "old" structure for at least a month before moving to a "new" structure. Other factors remained constant: classroom unit composition, curricula, teachers, and general time schedule. (Author)/MLF)