There is a very important relationship between the educational outcomes and the architectural design of educational facilities. The most commonly used space in an architectural education is the design studio. Therefore, it is claimed that there should be a living process in a design studio. This process can only be achieved by the conjunction of two functions of the design studio which are: serving as a learning center and a complex social organization. The quality of a design studio can be considered by evaluating its functional, technical and behavioral elements. Considering the environmental psychology concept, namely privacy, personal space, territoriality and crowding, the behavioral elements in the design studio are analyzed. A case study was conducted to evaluate the differences between the desired and actual conditions of a design studio at Bilkent University, Faculty of Art, Design and Architecture, Interior Architecture and Environmental Design Department. The expectations and preferences of the interior architecture students pertaining to the design studio are analyzed. The outcomes of the study are expected to be inputs for the new design studio which functions as a living life space.