This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or "geo-phenomenological") perspective. This paper consists of five sections: the first explicates the meaning of "geo-phenomenology"; the second reveals the meaning of "environment" and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as "space" and "place" and the act of naming as the process of constructing meaning between humans and environment; the fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion.