"Architectural education" starts long before people engage in university programs simply because they develop values and images generated by perception of the world around. This acquired background affects a person's future endeavors, particularly those involving visual issues. The authors, as "beginning design" educators, observe that students lacking visual experience and aesthetic awareness are less successful in courses requiring creativity. The aim of this paper is to explore means of raising aesthetic sensibilities for all members of the society in general; and to improve the creative potential of pre-university age group in particular. Organizational and/or institutional measures are proposed for the support of pre-university education to a given extent through a model.