The aim of the Methodology for adaptation of school buildings to climate change in Prague is to improve the adaptation of school buildings to climate change. The aim of the Methodology for adaptation of school buildings to climate change in Prague is to provide school principals, founders, operators and users with guidance and inspiration on how to use the investment opportunity both to apply measures that will contribute to reducing the negative impact of buildings and their operation on the environment and to use this opportunity to enhance the overall quality of the building, i.e. to perform a broad revision of the existing architectural and operational design. Meeting the users’ current requirements for the operation and quality of the building, together with a technical solution in line with current trends, will extend the moral life of these buildings and contribute to the principles of sustainable construction. In the territory of the Capital City of Prague, there are around 1000 school buildings and other educational facilities, which gives a huge potential for both mitigating the negative impact of the operation of these buildings on the environment and, in the case of school buildings, a huge potential for education and awareness raising in this area among pupils, teachers and staff, as well as the general public. It would be a mistake to waste this opportunity. At the same time, technical measures in adapting buildings to climate change must always be assessed and applied in the context of the overall building quality, including its architectural and operational quality, the quality of the indoor environment, energy savings and the economic sustainability of the project. Indeed, in the past, many well-intentioned technical measures, motivated by the desire to reduce building energy performance, have proven to be unworkable or even counterproductive. Unfortunately, there are cases where such implementation of building insulation has completely devastated the original valuable architectural expression of the building. There are frequent cases where, with the replacement of windows and sealing of the building envelope and the absence of a mechanical ventilation system with heat recovery, the indoor air quality in the classrooms has been dramatically reduced due to insufficient air exchange and high CO2 concentrations. Paradoxically, the remedy of higher ventilation rates in winter ended up resulting in higher energy consumption in many places than before windows 8were replaced. Conversely, there are many examples where the implementation of a specific technical measure or solution to a particular school need has been used synergistically to improve the overall quality of the building both architecturally and operationally and technically. Thus, the authors’ aim was not only to identify individual technical measures to adapt school buildings to climate change but also to place these measures in the context of the overall quality of the building. They also aimed to outline the time sequence of individual steps in the preparation, design and implementation of the construction project and to highlight key milestones in the process of developing the terms of reference (TOR) and in the decision-making process. At the same time, the authors endeavoured to demonstrate the importance of participatory planning and to show possible forms of involvement of target groups, especially in the process of project preparation and development of the terms of reference. The document shows a number of examples that are intended to be an inspiration for school founders, school principals, teachers, parents, pupils and students, as well as the wider public, on how to conceptually approach adaptations of school buildings. Even if this document inspires a single comprehensive project, it has fulfilled its purpose. However, let us hope there will be as many such projects as possible.