This thesis rethinks how schools adapt to change, by exploring themes of flexibility and adaptability. Flexibility in the short term allows learning spaces to be a platform for changing pedagogy or technology. In addition, adaptability in the long term allows for the architecture to absorb changes in enrollment. Education facilities around the world are constantly fluctuating between being over-crowded and under utilized. This thesis explores opportunities for the architecture of the school, from the master planning and organization of program to the construction methods of the building, to adapt to this change. A systematic approach is established where a pre-fabricated kit of parts is defined and utilized to create learning communities, which incrementally expand or contract from the core of the school. This thesis proposes this system of adaptable design as a solution to optimizing space utilization in public schools, grades pre-kindergarten through eight, in Washington D.C.