The present qualitative study investigated if school building conditions have a relationship with student achievement and behavior in twenty Lebanese Armenian schools applying the 9th grade official program. The study relied on self-report measures, as the principals of the schools completed a 22-item and 4-question surveys (adapted from the 1993 study of C. Cash), as well as providing academic and behavior scores of their 9th grade students (n = 361) for the academic year 2009-2010. Also, the principals answered five open-ended questions on their opinion of the relationship of the school building condition and several aspects of the building with student achievement and behavior. A qualitative analysis of the obtained data showed that there is no relationship between school building conditions and student achievement and behavior. Moreover, the scores for behavior were high across the schools, and the achievement scores were low, in general, for all three kinds of school buildings: substandard, standard and above standard, regardless of the school building condition.