Abstarct: Abstract Education plays a significant role in the development of human societies. Children are the most influential members of society, and school is the first social environment receptive to children. There is a significant relationship between knowledge, growth, and academic progress with the space and environment around the child. Therefore, the surroundings in which the child is educated are critical. As a result, the educational area is one of the essential spaces influencing them. In this regard, by using sources and bringing together historical data, the evolution of education in the West has been introduced. Reviewing each country's educational history reveals the civilization's important events and that region's culture, and somehow, schools show the history of societies. By studying the focal points in educational architecture, a series of typologies of schools from the time their architecture became essential to the contemporary era was obtained. How the schools' architecture is formed and transformed and its relationship with educational programs in the West, citing the best works in this field, is another matter investigated in this research. By examining and analyzing the different types of selected schools attentively, the gradual transformation and the school's evolution in all its components, such as the educational program, the spaces' diversity, their relationships and hierarchy, the circulation system, the interspaces, and the way of connecting different areas and the way of organizing form and space are detectable. Therefore, the identity of some of the mentioned subjects has changed in this development, and others have gained double importance. This research approach is descxriptive-analytical, and its method is qualitative. In this dissertation, six selected schools of three prominent architects of this field, Herman Hertzberger, Eero Saarinen, and Hans Scharoun, are studied. Examining the works of the mentioned architects, there were commonalities and differences due to the design philosophy, the way of worldview, and the different personal life of each architect. However, in the works of these three architects, all the elements that make up the school environment indicate comprehensive education for the child. The space plays a full-time teacher role for the child to prepare her/him in the small school community to participate in the future big society.