The numerous positive effects of green infrastructure in urban areas, particularly as a measure to adapt to climate change and improve urban ecology, have already been investigated and confirmed at various levels in numerous national and international projects. The school greening projects GRÜNEzukunftSCHULEN and GrünPlusSchule have affirmed the positive effects in the school sector. Nevertheless, the implementation of greenery in and on buildings has not yet been carried out, or only to a limited extent, irrespective of the use made of the building. The crucial reason for this so far is the lack of financing possibilities. According to a survey by UNICEF (2012), children and young people spend 38.5 hours a week at school or do homework. Good indoor air quality is important for people's well-being. Poor indoor air quality can be expected to impair well-being: the performance of the users of such rooms decreases. Good indoor air quality and a high quality learning environment are therefore particularly important in schools as places of education for children who are still under development. Green infrastructure can make an important contribution to this. In order to enable greening of schools for a broad mass and throughout Austria, the project MehrGrüneSchulen is developing financing models for green infrastructure in schools for the first time. Based on the principle of further stronger networking, the responsible decision-makers and their possibilities regarding financing depending on the type of school, the location and the type of greening will be identified and integrated into the development. At the same time, the life cycle costs of existing greening systems will be identified and prepared. In cooperation with the system manufacturers, existing systems will be optimised with a focus on their application in schools and the costs incurred. In addition, easily implementable solutions for green infrastructure will be developed for independent realization in schools and implemented in at least one school per federal state as an example. The development is carried out with the direct joint involvement of a construction engineering secondary school and a horticultural school, which as the primary target group not only benefits directly from greening, but are also introduced to interdisciplinary work during their school education. Schools as places of learning and experimentation are thus supported in their role as optimal experimental spaces in the real city. The entire development is pushing for an increased independent, practical implementation of green infrastructure in schools, relying on scientific findings from previous projects. Based on these two input parts, on the one hand possibilities and limits of all stakeholders/financers and on the other hand life cycle costs of optimised and developed low-cost greening, economic financing models for Austrian schools are developed. The creation of financing models for all Austrian provinces and the different starting situations of the schools provide a broad basis for argumentation and action for rolling out green infrastructure in schools throughout Austria.