Purpose: Cerebral palsy (CP) refers to a group of disorders; occurring as a result of a non-progressive impairment of the developing central nervous system. The aim of our study is to identify how universal designed school environment effects the participation level of the children with CP. Material and Methods: The study was done in SERÇEV Occupational and Technical Anatolian High School for children ith CP. The school was evaluated by ADA Environment Assesment. Semi-structured interviews with the student and the family were done to identify the barriers for school participation. Children’s gross motor skills were evaluated by The Gross Motor Function Classification System (GMFCS), hand functions by Manual Ability Classification System (MACS) and communication skills by Communication Function Classification System (CFCS). Data were analyzed by SPSS 21 and semi-structured interviews were analized with MAXQDA. Results: 28 children with CP (m:16, f:12) between15-20 years (mean 16.9 ± 1.3 years) were included. Participation problems during elevator and toilet use and architectural layout of recreational areas were indicated as causes of participation problems (p<0.05). Discussion: Additionally to design universal designed schools; interdyciplinary team work including occupational therapists and architects may improve school participation of children with disabilities.