The purpose of this research is to explore prospective teachers' perspectives on the physical arrangement of an ideal classroom as a learning environment. A phenomenological design was used in this study to reveal the views of prospective teachers about the components and features of an ideal, desired classroom environment. Fifteen teacher candidates in their 4th year in the departments of primary education, science education, and social studies education participated in the research. In the study, two main themes (My classroom, My Advantages) along with ten sub-themes were created regarding the classroom environments envisioned by the prospective teachers. As a result of the analysis, six (6) sub-themes were identified under the theme of "My Classroom": technology-supported classroom, laboratory classroom, well-equipped classroom, interactive classroom, nature-based classroom, and flexible classroom. Under the theme of "My Advantages", four (4) sub-themes were identified: one-to-one teaching, active participation, activity-based learning, and attention-grabbing features. The findings show that teacher candidates believe that the physical environment of classrooms should be different from the traditional classroom layout. They are aware of the importance of providing individualized attention to students and have designed technologically equipped, spacious, and flexible classrooms where they can implement engaging activities that will sustain their students' interests.