EXISTING SCHOOL LIBRARY PROBLEMS ARE EXPLORED TO AID IN PLANNING FOR THE KINDS OF LIBRARY FACILITIES THAT COMPRISE CURRENT AND FUTURE NEEDS. BASIC TO ALL PROBLEMS ARE THE ATTITUDES OF THE SCHOOL ADMINISTRATOR AND LIBRARIAN. THESE TWO MUST LEARN TO UNDERSTAND THE ROLE OF THE LIBRARY MUTUALLY. ONE AREA OF NECESSARY AGREEMENT IS LIBRARY CONTENT. THE AUTHORS RECOMMEND THAT A LIBRARY SHOULD CONTAIN ALL KINDS OF CARRIERS OF KNOWLEDGE (BOOKS, AUDIOVISUAL MEDIA, FILMS TAPES, RECORDERS, TEACHING MACHINES), AND THUS BECOME A KIND OF TEACHING LABORATORY AMPLIFYING AND EXTENDING OTHER METHODS OF EDUCATION. A LIBRARY CAN FUNCTION BEST IN A SYSTEM USING A FORM OF TEAM TEACHING WHICH ENABLES STUDENTS AND TEACHERS TO HAVE TIME TO USE THE LIBRARY. THE CONCEPT OF A SCHOOL LIBRARY BEGINS WITH DEFINITIONS OF THE KINDS OF STUDENT AND TEACHER ACTIVITIES IT IS EXPECTED TO HOUSE. THEN THE LIBRARY IS ORGANIZED ACCORDING TO MATERIALS, STAFF, AND PHYSICAL SETTING. THE PHYSICAL CONTENTS AND LAYOUT, INCLUDING A VARIETY OF ARRANGEMENTS, ENVIRONMENTAL ELEMENTS IN PLANNING, AND A GALLERY OF PROTOTYPE ARCHITECTURAL DESIGNS, OFFER SOUCES AND IDEAS FOR THE PHYSICAL PLANT. PHOTOGRAPHIC ILLUSTRATIONS AND ARCHITECTURAL SKETCHES SUPPLEMENT THE TEXT.