Changes in planning and design of educational facilities in Greece, formalized by legislation in 1985, were the result of major educational and social reforms begun in 1982. This report analyzes issues involved during the present educational facilities transitional phase and recommends establishment of a central support service. The legislative act, which reorients planning regulations and management procedures from the Ministry of Education to prefectures and local authorities, introduces changes that comply with social developments toward decentralization, equality of opportunity, and public involvement in decision making. Existing regulations and traditional school building designs are inadequate to accommodate current needs. A comparison of the traditional system and building design with the reformed illustrates the difficulty of introducing innovations, for the reformed general design principle calls for a flexible organization of teaching space while buildings continue to meet traditional needs. To implement the new programs nationwide, central guidelines for planning and design should be established. A central support service should conduct research and development, evaluation, and work with local authorities, functions that are presently carried out by informal groups within the ministry. Continuous changes in education and society place demands on educational facilities, thereby reinforcing the need for central support services during this transitional phase of reform. (CJH)