Description: Sociology of science (for a synthesis, see Dubois, 1999) shows how knowledge cannot be separated from the culture in which it has been constructed. Notwithstanding the scientific caution that surrounds its genesis, knowledge is tainted by the power struggles and social challenges surrounding it. Although knowledge is socially constructed and praised, its transmission, on the academic level, is in no way neutral (Perrenoud, 1998). Social customs influence the way in which this transmission occurs and designate the focus points and elements to be emphasized by the transmitting agents. Indeed, the way to transform and transmit contents is strongly influenced by the underlying ideology (Périsset Bagnoud, 2000, 2003, in press). The architectural places of transmission, which are places of history and memory (Nora, 1984 ; Antonietti 1998), take part in this transmission and transmit a symbolic cultural asset (Bourdieu et Passeron, 1964, 1970 ; Bugnard, 2003-2004). Spread over two centuries, the history of the buildings of the teachers colleges (écoles normales) of a Swiss canton (Valais), offer a peculiar example of the convergence between the symbolic assets conceded to the training of male and female teachers, (which back then were separated) and the evolution of the political interest in the training of male and female teachers throughout the years, as well as the social and economical evolution of this region. Based on the state archives of the Canton du Valais and those of the congregations in charge of the future teachers' training, our contribution aims at understanding how the political level differentiated the female and male training programs by supporting them differently through different architectures. We further aim at showing how the choices made during the second half of the 20th century demonstrate how teachers colleges fall out of favour compared to the other choices offered to the youth of this canton. Methodology: Archives de l'Etat du Valais; archives de la Congrégation des Ursulines (Sion); archives de la congrégation des Frères de Marie (Sion) Conclusions: Buildings are a precious indicator of the political level's attention given to the training of teaching and thus to the transmission and transformation of knowledge. It is obvious that the training of female teachers is less taken into consideration: the congregation chosen to train the female teachers is selected because it offers to build the facilities at its own expenses (1914). On the other had the training of male teachers is not being put forward either: it took the State almost a century to give the male teachers college a building. Once done (1962), however, this building will be the ultimate testimony of the success of the Public Education in this region through the training of male teachers. Unfortunately, in 1987 the priorities change. The voters refused to entrust the training of teachers to an academic level institution and the industry is victorious. The teachers are being "downgraded". Professors in charge of their training have to move to the modest female teachers training building situated lower on the hill slope. The prestigious building of the former male teachers college now shelters the new "princes" of the Public Education: the Engineer's college.