A growing number of college leaders are making assumptions that traditional classroom spaces designed primarily for lecture are less effective than more flexible learning spaces in supporting student engagement and learning. As a result, many post-secondary institutions are investing significant resources into the development of new and improved classroom spaces with the intention of increasing student engagement. These new classrooms, referred to as learning studios, feature increased flexibility and increased access to technology. It is hypothesized that with the intentional design of these new classroom spaces, an institution can facilitate a higher level of student engagement compared to a traditional classroom setting. Through an evaluative case study research design, this mixed-method study investigated the impact of classroom design on student engagement at one institution. Quantitative and qualitative data analysis revealed that learning studio classrooms, specifically designed to support active and collaborative learning experiences, do contribute to increased student engagement with faculty and fellow students. As a result of increased student engagement in the learning process, results further suggest that classroom design also contributes to a student's ability to learn. The study also revealed that learning studio classrooms support an integrated approach to teaching. The design of learning studio classrooms efficiently grant faculty and students the ability to customize the learning environment based on the demand of particular teaching and learning strategies, delivery systems, and technology needs (Brooks, 2012). As a result, a student taking a class in a learning studio classroom will likely participate in a lecture, class discussion, and/or group activity within a single class period. With traditional classrooms, lecture halls, and laboratories still the primary facilities used for the facilitation of teaching and learning, higher education administrations are facing a convergence of forces as they try to engage a new generation of learners, while dealing with old assumptions about teaching and learning and facility development. The results of this study attempt to provide greater understanding of the impact of classroom design on student engagement and instructional efficiency. As a result, post-secondary administrators can review the findings, recommendations, and implications before beginning an institutional process to design or redesign classroom spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]