Material school design can be seen as embedded with the wished-for ideas of pupils and teachers, the idealised school of architects and designers as well as of the state's need to produce desirable future citizens and societies. Material school designs can also be seen as being involved in shaping bodies, social categories and more generally the overall experiences of school and education. In this chapter, the notions of material school design and governance are brought together and discussed so as to understand how they interrelate, how governance is executed through material school design but also how the aim, form and sense-making of governance are continuously shaped and reshaped through the processes of development, delivery and occupation. The analysis in the chapter works through theoretical reflections and empirical examples across time and space and shows how governance by material school design can be seen to be high on the political agenda, often directed towards the pupil body and working through emotional and sensuous means. Drawing on Tim Ingold's notion of 'making', the understanding of the coming into being of material school design is extended to include both processes of planning, construction and use. Through this lens, the importance of the often multiple number of human and physical actors is also pointed out. The chapter concludes that when it comes to the making of education, governance by design can be seen as processes where politics, economics, aesthetics and pedagogical ideas and practices continuously intersect and interact. [For the complete volume, "Making Education: Material School Design and Educational Governance. Educational Governance Research. Volume 9," see ED614539.]