Missing from the calls to reform the public education system is an acknowledgement that educational pedagogy, community and the physical space of the school affect learning. Currently approved educational theory and practice emphasize teacher-centered instruction, standardized curriculum, and testing, but ignores the complexity of the individual learner. Ever increasing drop-out rates of both students and teachers tellingly demonstrates that this approach is not successful. This thesis reviews the student-centered educational theories developed by Vygotsky, Freire, Montessori, Froebel, and Gardner in order to identify the elements of student-centered teaching and learning. Once identified, the theories are used to inform the design of a public high school in the predominantly Hispanic community of Avenida Guadalupe on the west side of San Antonio, Texas. The proposed school exemplifies the relationship between the school building, educational pedagogy, and community.