In the past, the planning and designing of an elementary school was subject to the land allocated under the Urban Planning. The school then proposed a design plan for space demand and budgeting. An architect was then retained to sketch a drawing based on his own aesthetic view and according to the size of the land allocated and the space demand plan. During the designing process for space utilization, model building, measurement, structural modeling, and space functions, no consideration is given to the behavioral pattern and demand of users of a school, not to mention on-going use and further development. Recently, there were many researches on planning and designing of elementary schools. However, no one has done a study on such a planning and designing from the perspective of education reforms in the 21st century, an incentive of this study. The theories of this study, based on relevant preliminary education, coupled with education reform, include (1) basic education (child education entitlement); (2) futuristic school facilities and environments; (3) open school environments; (4) shared use of the resources of schools and communities; and (5) reasonable scale of a school. Questionnaires and survey results are complied and analyzed through SAS for statistical data. Descriptive statistics, Chi-square Test, and Analysis of Variance are also applied. The surveyed district is Ta-Tung district with principals, teachers and parents as targets. Through the study and analysis, we expect to understand the existing scale of the schools and come up with forward-looking topics of planning for adjustment. Based on these topics, we will propose strategies and provide our conclusions for the reference of the school administrative and architects. In addition, we will offer a new perspective for them to understand how an ideal school ground design should be and how to implement a well-planned design.