The school as an institution places the teaching and teaching processes at the center of its activity. Contemporary school often emphasizes cognitive approaches to learning, but to create a stimulating environment for the overall learning and teaching processes at school, it is necessary to look at the totality of the elements of educational ecology. It also implies a pedagogical or educational climate. Creating and maintaining a stimulating climate for learning consists of several aspects, of which the physical environment is also distinguished. More foreign researches (Schneider, 2002; Higgins, 2005; Lippman, 2010; Gremmen et al., 2016) have shown that school space arrangment is an important item. The elements of school space can affect the learning process, whether they interfere or encourage the process. The main aim of this paper is to deepen and expand the understanding of the school space from architectural and pedagogical perspective. The theoretical part of the paper presents a historical overview of the development of the school space and the elements of school space planning. School space can be observed on the basis of its architectural features and the design of outdoor and indoor school spaces. The school space must first of all be functional and anthropometrically adapted, while the aesthetic arrangement is desirable for the purpose of sensory stimulation and motivation for the educational work. The empirical part of the paper presents the results of the research carried out on the example of Primary School "Srdoči" in Rijeka. The main research question was What are the key assumptions about school space arrangment?. Conclusions of the research indicate that school space arrangment is considered essential for educational work, and for the purpose of arranging the stimulating school space, cooperation of many participants connected with the school environment is highly important. One of the key factors are the material and technical conditions, among which the financial resources are at the same time the most limiting factor. The contribution of work is reflected in the small number of domestic works on the spatial arrangement of the school, exclusively from the pedagogical point of view. With the apply of the interdisciplinary ergonomical principles in education, the work aims to develop the idea that the arrangment of the school space can positively influence the pedagogical atmosphere of the school and can humanize the educational process.