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This article reports the interim findings of historical research, funded by the British Academy (2007), which is exploring the possibilities of prosopography (the study of biographies linked through a common purpose, philosophy or practice) in researching the relationship between educational thought and school design since World War Two. Through oral history and archival research, the lives of leading figures in the post-war period of English school design have been examined in relationship with one another. The research has uncovered networks of individual architects and educationists who together constructed a particular vision of education and subsequently a process of school design during the third quarter of the twentieth century. The research suggests that current efforts to visualise school as a transformational and transformed learning environment might profit from the notion of prosopography in the sense that it may help to expand our understanding of contemporary networks that are engaged in constructing a common vision of school for the twenty-first century. The article begins with a brief discussion of discourses of educational vision set in the context of the contemporary UK government Building Schools for the Future (BSF) and Primary Capital Building programmes. It then moves on to demonstrate how a network of individuals, linked to three key protagonists in school/education design, developed in England during the post-war period of reconstruction a collective vision of school which gave a special significance to what came to be understood as the education of the eye. This research suggests that while vision is important, the history of visualising school offers another still relevant set of references to those generally chosen today.