The Maldives experience of constructing community schools is examined to show how other small countries may overcome the special problems faced in designing and building schools. External assistance for design, and training of national personnel qualified neither as architects or engineers, was used to make up for the lack of a permanent unit for school design and construction, and a lack of knowledge of changing technologies. An historical perspective of primary education in the Maldives is presented, outlining the transition of the school from home-based, religious entities to the establishment of the Ministry of Education and finally to the government-run schools of today, whose policy is to expand educational facilities to all parts of the country by upgrading existing traditional schools and/or building new ones, and to assist them in their functioning. Community schools, once completed under the Ministry of Education, are used by the community for seminars, meetings, parties and film shows, and by teachers for training. Designs for community school buildings and furniture plans are included and the structure of the government with relation to school construction and scheme of work is outlined. Seven tables, 25 illustrations and 3 annexes are included. (JMM)