This paper explores the often elusive yet very important relationship between architectural design and educational reform. A review of the major findings from the educational and architectural research literatures on the impacts of school design on educational program effectiveness is presented. Commonalities among the disciplines were identified to create 27 design patterns. Seven sample patterns are described: (1) small schools; (2) the school as community center/necklace of community activities; (3) team suites/clusters of classrooms; (4) supervisable circulation paths; (5) small classrooms; (6) portfolio process studio; and (7) cluster of teacher offices. A table shows the origins and ranking of all 27 patterns. The development and use of design patterns should be seen as a collaborative dialogue between researchers and practitioners from both the architectural and educational professions. In addition, there is a need for a process view of the implementation of these reforms. (LMI)