Teachers' rooms are essential units of educational environments, which are the places where teachers communicate, mentally, and physically rest, prepare, and evaluate courses, meeting, and spend qualified time. Features of this environment may affect teachers' professional attitudes and their relations with students, colleagues, and parents. Teacher rooms are also important for the courses of teaching practice, which are parts of teacher training programs. During this course, teachers' rooms also provide a special educational environment. The perceptions about this place compose the first occupational impression of teacher candidates. The assumption of this study is that identification and discussion of these impressions contribute to the efficiency of educational spaces and educational processes. The research was conducted with the qualitative approachcase study pattern and using "Teachers Room Observation Forms" by teacher candidates who were enrolled in information programs in the Faculty of Education. The obtained data were analyzed by the content analysis technique. The results of the study emphasize that the structuralphysical and material conditions of teacher rooms are important, but the visual-communicative conditions that give spatial character to the field are perceived more. Based on these results, the research aims to raise awareness about the current situation of teacher rooms and develop progressive recommendations.