The research examines the factors affecting the positive feelings of 10 to 15- years-old secondary school students about coming to school. The effects of out-ofclassroom activity areas, such as the school garden, and the use of land around the school, such as parks and other public green areas, on the physical and mental health of students are proved in the literature. However, no research was found on the effects of these areas, in addition to different out-of-classroom activity areas and land use around the school, on the positive feelings of students about coming to school. In this thesis, the factors affecting positive feelings about coming to school were determined based on the factors affecting school engagement, academic achievement, school climate, and regular attendance, which are important parts of positive feelings about coming to school. These factors are considered as social and physical factors. Social factors are grouped as individual, parental, house, and household characteristics. Physical characteristics include out-of-classroom activity areas, and land uses around the school. At the same time, children's perceptions of these areas and their expectations from these areas were also examined. The aim of this study is to determine the relationship between students' positive feelings about coming to school and the variety of out-of-classroom activity areas and land uses around the school. This thesis was developed by about 10-15-year-old secondary school students in four secondary schools in four neighborhoods in Konak and Karabağlar / İzmir. It offers field observations and user surveys. As a result, it develops suggestions and strategies for the location selection of schools and the physical design of out-of-classroom activity areas. Key Words: Out-of-Classroom Activity Areas, Land Uses Around the School, Location Selection of Schools.