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People often rely on knowledgeable teachers to help them learn. Sometimes, this teaching is direct: teachers provide in- structions, examples, demonstrations, or feedback. But other times, teaching is more subtle: teachers construct the physi- cal environment in which a learner explores. In the present research, we investigate this more subtle form of teaching in an artificial grid-based learning environment. How do people construct the physical environment to teach, and how does the (pedagogical) design of the physical environment affect peo- ple’s learning? Study 1 shows that people pursue multiple ap- proaches to pedagogical environment design. Study 2 shows that learners make systematic, often accurate inferences from pedagogically designed environments, even in the absence of exploration. Together, these studies add to our understanding of the myriad ways in which experts communicate their knowl- edge to novices—a ca