School buildings are complex places that influence the occupants of the space, even as those occupants adapt the environment (Brand, 1994; Uline, Tschannen-Moran, & Wolsey, 2009). In the middle grades, the school building, furnishings, and grounds-the environment-may contribute in important ways to students' identities as learners and members of a learning community. In the last 40 years, researchers and educational facilities professionals have come to know a great deal about the built environment of the school as a place where students construct their own identities, where occupants work to create communities for learning, and where reflections of the larger communities provide context and support for the schools they build (e.g., BEST, 2006; Higgins, Hall, Wall, Woolner, & McCaughey, 2005; Tanner, 2008). Quantitative researchers have sought to identify links between student achievement and school facilities (e.g., Tanner, 2009; Uline & Tschannen-Moran, 2008), while qualitative researchers have provided depth to our understanding of the connections people make with important places in their lives (e.g., Jorgensen & Stedman, 2001; Newell, 1997; van Andel, 1990). The aforementioned researchers typically have used the spoken and written word to communicate, analyze, and explain important aspects of phenomena under investigation. However, built environments invite a range of sensory experiences; therefore, we contend that researchers more fully understand the school as an important place in the lives of students by using photography as a mediating tool. Students' perceptions of their built environments uniquely inform what they know about their interactions with other students, faculty, administrators, and other building occupants. This article reports findings from a study in which students took photographs of their school as a way to construct and communicate knowledge about their school buildings and how they best learn. The study revealed how students view their school facility as a place of learning and growth, and these findings have important implications for middle grades faculty, administrators, and school designers. Background Different media convey information in ways that may be unique to the tool and presentation format. Ansel Adams, a well-known photographer, at one time considered a career in music. When he settled on photography, his family resisted and told him that cameras cannot capture human souls as music could. Adams replied, Perhaps the camera cannot, but the photographer can (1985, p. 110). A thoughtful photographer may be able to isolate important attributes of the subject and, at the same time, provide context that lends richness to the image. The viewfinder, lens, image size, quality of light, resolution, and so on provide constraints the photographer must manipulate in deciding on the final organization in the image. Because schools are significant places with enormous formative effects on the lives of occupants, we chose student-created photographs as one tool to mediate our subsequent interviews with students to help them organize and lend meaning to that which had previously been ordinary in their eyes. The intersecting personalities of school buildings and occupants An important developmental task for young adolescents is to begin forming attachments to significant places and people (Carter, 2006; Violand-Sanchez & Hainer-Violand, 2006). Of particular interest to this study is the complex role the school building plays in this aspect of identity formation for middle grades students. The personality of a school building is an amalgam of various attributes, including events that have taken place within the school, effects of the people who inhabit and modify various spaces, and the way designers have organized the building space. The identities individual occupants of a school building construct result, in part, from their complex interactions with features of the built environment, which itself has been created and re-created by past occupants, designers, community supporters, and others whose interactions continue to influence learning in a given place (Uline, Tschannen-Moran, & Wolsey, 2009). …