The dynamic and complex nature of children's sense of physical environment (Lim, Barton, 2010) with respect to the location of the space concerning cultural conditions, relations, and parameters direct design criteria to meet pedagogic, physiologic, and biological needs and requirements of the children in the preschool interiors. This enquiry has grown out of the desire to examine the parameters, cultural aspects, dimensions, or contexts affecting the built environment in the preschool interiors where children spend most of their time out of their home. Conceptual components affecting the interior space of pre-school education centers are identified and based on literature review, interviews, surveys, observational data, and statistical concepts such as education models, socio-economic conditions, appreciation of adults, child-teacher-parent relations, and location related to culture. These contextual connections and relations with the interior environment shaped the body of the study. Based on the above-mentioned items, a research questionnaire was used in centers located in the epsilon ankaya and epsilon ayyolu regions of Ankara. Subjects were randomly selected from among the parents of these preschools' students. Accordingly, the research questionnaire was directed to a total of 200 respondents from 15 pre-school centers; these preschool education centers are the ones applying the Montessori education model, providing education in English and highlighting features like physical space comfort, etc. Those centers have maintained their corporate identity thanks to the above-counted features. Consequently, data has shown that the education model, socio-economic conditions, appreciation of adults, child-teacher-parent relations, and location have an indirect and direct bearing on parent perception of the preschool centers which affects the centers' formation of Interior spatial design.