Given the freedom to explore environmental technologies for education, a number of designers have been instrumental in transforming school design. They have overtly challenged the theoretical routes of previous educational practice, with spatial configurations correlating with a futuristic imaginary that values realistic, purposeful learning aimed at preparing students for a rapidly changing world. Designer enthusiasm for facilities to enable transformative pedagogic practice and the implementation of a democratic curriculum is somewhat tempered, however. They find themselves wedged between a powerful property bureaucracy, under-prepared communities, and, in the case of new, establishment schools, the limited involvement of the very people who will occupy and use the spaces they are designing. This chapter adds to the discourse about the modern learning environment as an agency of teaching and learning and discusses interpretively the lived experiences of two leading architects commissioned to design two schools at the centre of this study.