This thesis investigates the architectural design and practical functioning of communal spaces within the Technikon complex in Rotterdam, designed by H.A. Maaskant between 1955 and 1971. Conceived as a large-scale vocational education centre, the Technikon brought together eight separate schools within a single building, with the intention of encouraging interaction and efficient shared use of resources. Through archival research, spatial analysis, and user reflections, the study explores the contrast between Maaskant’s architectural intentions and the institutional realities that shaped the use of the building. Particular focus is given to the organization of communal spaces such as the theatre, canteens, and circulation zones, which were designed to enable encounters between different user groups but were often restricted in practice. The thesis argues that while the Technikon’s spatial configuration reflected a progressive vision of collective education, institutional rules and logistical demands frequently inhibited the interaction that the architecture aimed to support. By situating the Technikon within broader post-war trends in educational architecture, the thesis contributes to a deeper understanding of the historical relationship between architectural ambition and educational governance in the mid-20th century.