In contemporary educational environments, supporting not only academic achievement but also social interaction and community experience has become increasingly important. The conventional classroom-centered structure has limitations in meeting these needs, underscoring the need for spatial concepts that foster communication and engagement. This study applies Ray Oldenburg's "Third Place" theory to examine the role of homebase spaces in high schools and to derive universal spatial conditions that enhance students' daily school lives. By reviewing the Third Place concept and its eight core characteristics, and comparing them with previous research on homebase spaces, three analytical criteria-openness, multifunctionality, and connectivity - were identified. Four newly built high schools in Gyeonggi-do and Incheon, completed after 2020, were selected as case studies. Field investigations, including on-site observations, photographic documentation, and architectural drawings, were conducted to evaluate how design intentions were implemented and to identify discrepancies between planned and realized spaces. The analysis revealed common spatial features: minimizing columns and walls and using transparent facades to enhance openness: introducing mobile furniture and flexible layouts to enable user-driven reconfiguration: and positioning the homebase at the center of circulation to encourage frequent encounters and casual interactions. The findings demonstrate that the homebase operates as an active social hub rather than a transitional space, embodying the characteristics of a Third Place. The three criteria-openness, multifunctionality, and connectivity - are proposed as universal design principles for future educational facility planning. By framing the homebase as a space that supports both academic activities and social relationships, the study highlights its educational potential and offers practical strategies for fostering students' holistic development.