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For the past decade, learning scientists have come to understand the relationships between learning and space — usually outside of schools and classrooms. More recently, scholars in teaching and teacher education have called for research that considers how space and movement shape teaching and learning. In this paper, we integrate concepts and methods across the learning sciences and teacher education. We examine the relationship between classroom spatial design and the enactment of ambitious and equitable mathematics teaching. Specifically, we apply a case study approach to outline how an experienced teacher’s use of space reflects her pedagogical judgment. Findings and discussion outline six key ways this teacher considers space in her classroom design and her facilitation of classroom interactions. We suggest this study has implications for future efforts to characterize classroom spaces in ways that integrate ideas in the learning sciences and teacher education.