This study examined the relationship between school design and student learning in the universities in South East, Nigeria. Three research questions and three hypotheses were posed to guide the study. The correlational research design was adopted with a population of 11,107 Academic Staff in the ten (10) public universities in South East, Nigeria. The sample size was 400 Academic Staff (Federal = 218; State = 182) representing 3.6% of the population. The sample was drawn using proportionate stratified random sampling technique. Two instruments for data collection were titled: “School Design Scale Questionnaire (SDSQ)” and “Student Learning Scale Questionnaire (SLSQ)”. The instruments were validated by experts in Educational Management and Psychology, Guidance and Counseling. The internal consistency of the instruments was determined using Cronbach alpha and the reliability coefficient was 0.74. Pearson Product Moment Correlation and Multiple Correlation were used to answer research questions while Z-ratio and ANOVA were used to test hypotheses at 0.05 alpha level of significance. The study revealed that there is a positive relationship between school design and student learning and the relationship is significant. It was recommended among others that the government and her agencies should make relevant policies to guide school design and ensure their strict implementation.

Keywords : School Design, Student Learning and Universities.