On September 13, 1994, President Bill Clinton signed into law the Violent Crime Control and Law Enforcement Act, commonly known as the 1994 crime bill. The most far-reaching piece of criminal justice legislation Congress ever passed, the bill incentivized states to pass harsher sentencing laws and build more prisons. Among a slate of punitive and "tough on crime" measures, the bill also eliminated access to federal Pell Grant funding for incarcerated students. The effect on higher education in prison was swift. In the early 1990s, there were an estimated 772 college programs operating in 1,287 correctional facilities, but by 1997 only eight such programs remained. Despite overwhelming evidence about the benefits of attending college in prison for incarcerated people, their communities, and society as a whole, it took Congress almost thirty years to fully reverse the policy. After extending federal financial aid to approximately 40,000 incarcerated students under the Second Chance Pell Experiment starting in 2015, on July 1, 2023, Pell Grant funding was reinstated for all incarcerated people. According to Department of Education's estimates, 800,000 people could now be eligible to receive federal financial aid and tuition assistance to attend college in prison, and the Alliance for Higher Education in Prison estimates that there are currently 406 programs offering college courses to people behind bars across the US and its territories. The reinstatement of Pell Grant funding has also initiated a sector-wide reexamination of how higher education in prison is provided and how its impact and success are measured. Revised regulations, moreover, note that "oversight entities are required to consider whether a prison education programs' academic services are comparable to similar services that the institution offers to its on-campus students." While it is an important development that regulations require services for students inside be comparable to those for students outside, it is left up to oversight entities (primarily departments of correction) to decide what exactly comparable might mean. A growing body of research documents the barriers faced by incarcerated students--such as limited access to technology and conflicts with correctional staff--but far less attention has been paid to the role of the built environment in shaping educational experiences. This project, led by Ennead Lab and Ithaka S+R, examines how spatial, architecture, and design features impact learning inside prisons. It draws on qualitative interviews with formerly incarcerated students and prison education program staff, and site visits to five correctional facilities, to advance both research findings and a portfolio of design interventions aimed at improving these educational environments. Building on the research on the challenges faced by students and instructors in correctional spaces, this report advances a series of actionable strategies to integrate educational best practices in the redesign of these spaces. Ultimately, the authors propose that architects and designers working in correctional education should not just foster better learning experiences for incarcerated students, but shift the balance from punishment toward rehabilitation in carceral settings. [This report was created with Ennead Lab, the research, development, and advocacy initiative of Ennead Architects.]