The purpose of this study was to address a local university's need to promote learner-centered instruction and collaboration through classroom design. Learner-centered collaborative experiences were proposed by the local university to enhance student satisfaction and build social connections and appreciation of diversity. This study builds on the theory of biophilia, which is human's innate attraction to nature. Although biophilia has been linked to health, healing, job performance, and attendance in the workplace, little has been written to link biophilia to the classroom. The study incorporated a phenomenological design to examine students' perceptions of the impact of nature-based sensory stimulus in the learning environment on social comfort and collaboration. Interviews were the primary data collection strategy. Data were analyzed by reading transcripts and then identifying meaning units to form essential categories. Findings indicated that participants perceived a positive impact of biophilia on social comfort and collaboration. These findings enhanced the understanding of the biophilia phenomenon and were used to identify a project to address the problem of outdated classrooms. One possible implication for social change is an improved learner-centered environment that fosters social comfort and collaboration through awareness of commonality to nature. In addition, these findings may be used to inform a new classroom design. Implications of the findings may inspire future research of other biophilia connections to learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]