Researchers have advocated the adoption of sustainable design and construction principles because of the potential economic benefits of those practices in the long-term. Despite the recent focus of research studies on justifying the investment in green buildings from an economic perspective, there is a general lack of studies in the field, and a focus on buildings in the United States, as opposed to buildings in other countries. The study described in this paper aims to cover that gap by analyzing some of the life cycle costs and sustainability data of a sample of Toronto schools in order to assess, rather than justify the adoption of green practices in Canadian buildings from a whole life cost perspective. For the scope of this study, cost, sustainability and general usage data were collected for 33 different schools: 10 conventional schools, 20 energy retrofitted, and 3 green schools. The initial analysis of the data collected shows that electricity, and gas consumption quantities for the last five years of the life of energy retrofitted schools are considerably lower than those for the conventional schools. Nevertheless, the difference in electricity and gas consumption quantities does not always result in significant savings in cost because of increasing electricity and gas utility rates over the years. The analysis also shows that larger schools (schools with more occupants, and larger floor areas) are more efficient in terms of energy, water, and gas consumed (per unit area and per person) than smaller schools: larger schools were found to consume less utilities (electricity, water, and gas) per unit area and per person than smaller schools.