The purpose of this study was to describe the relationship between spatial division of the early childhood classroom and teachers' perceptions of changes in this division. Eighty-four teachers were given photographs of a classroom which was presented in low, moderate, and high levels of spatial division. As they viewed each photograph, subjects were asked to rate their perceptions using a semantic differential scale. Data were analyzed using descriptive statistics and discriminant analysis. Differences in spatial division of an early education classroom did result in varying perceptions. Teacher perceptions of the three different classroom conditions were statistically distinct. Certain word pairs on the semantic differential scale (such as large/small, simple/complex, spacious/constricted, and colorful/colorless) were identified as being descriptive of differences in classroom spatial division. It was concluded that the results support the theoretical position that there is a reciprocal and interactive relationship between individuals and their physical environment. (Author/RH)