1. Introduction/Objectives The massification of schools, new pedagogies, technologies… have given rise to major changes in schools, and therefore, in school spaces (Blyth, 2013). Architectural trends aim to meet the needs of school stakeholders (Mazalto & Paltrinieri, 2013), but what about the specific needs of teachers whose workspace is quite unique (sharing workspace with students, other teachers, and educational staff)? Studies on teacher well-being and spatial environment are still rare, while literature on the architectural space effects on student performance is abundant (Manca et al., 2020). This raises the following question: how do classroom spaces meet ergonomic and architectural criteria and influence teachers satisfaction? 2. Method To address this question, a qualitative study was conducted with 12 teachers in two primary schools, employing a combination of observations tools, interviews, and self-reported questionnaires. The aim was to identify the ergonomic and architectural factors related to classroom spaces that impact teaching activity, and to study their effects on teachers satisfaction. The data were analyzed using a triangular approach, combining vertical and horizontal analysis based on interview verbatims, observed data, and self-reported measures. 3. Results The study found that modularity/adaptability, surface area, and acoustics were the most important architectural and ergonomic factors that impact teachers satisfaction. Further results from the collected data will be presented. 4. Discussion/Conclusion Some of the results corroborate findings from previous research on office spaces (Poitras, 2022). Crucial determinants of teachers well-being in their workspace were identified as the possibility to enjoy modular spaces adapted to different practices and acoustic comfort. REFERENCES Blyth, A. (2013). Perspectives pour les futurs espaces scolaires. Revue internationale d’éducation de Sèvres, (64), 53 - 64. Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The effect of school design on users’ responses: a systematic review (2008-2017). Sustainability, 12(8), 3453. Mazalto, M., & Paltrinieri, L. (2013). Introduction : Espaces scolaires et projets éducatifs. Revue internationale d’éducation de Sèvres, (64), 31-40. Poitras, A. (2022). Vu d’ailleurs-Comment maximiser le bien-être des travailleurs ?. Gestion, 47(3), 26-30.