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Architectural education revolves around a fundamental axis, which is the architecture design studio. The learning environment, in general, affects student's creativity. Few studies dealt with the most crucial space in an architecture design course called the architecture design studio classroom. This research aims to determine the student's satisfaction degree about the architecture studio design in the department of architecture in NUB and the main variables that affect the quality of the internal environment of design. The researchers used analytical and descriptive and methods in research implementation. Research results are associated with the Architectural Design Studio only. The research community consisted of ( 42) students who study the Architectural Design course at Nahda University. The analysis result showed the effect of the design studio's design on the students' psyche and their level of performance. Through the study the necessity of focusing on the distribution of internal furniture in the design studio and taking into account technological developments in work by not relying only on drawing tables, but taking into account the provision of a special zone for using the computer as it became a basic tool in the architectural design process.

I. INTRODUCTIONHE educational process is an integrated system in which the material and moral elements overlap to provide an appropriate educational environment which is a prerequisite for improving the quality of education. The educational environment is not only limited to the curriculum, but also includes the instructor, the student, equipment and requirements, and the successful educational process is not complete without evaluation and the continuous

 I. INTRODUCTIONHE education system faced significant challenges in light of scientific and technological progress and the knowledge outburst, which had reflection on the educational process in general, and on the university professor role nature in particular. Considering the university professor's role in the current era, it does not lie on teaching students as much as it helps them to learn. Students do not need to gather and accumulate knowledge as much as they need to be proficient in the optimal use of their capabilities to interact with current and future changes. It