It is often assumed in the education literature that spaces are either neutral backdrops to teaching and learning or are "themselves" agents for change such that changed spaces will change practice. In this chapter, I offer a less deterministic and dichotomous account of the space-practice relation. Drawing selectively from new materialist social inquiry and contemporary spatial theory and bringing empirical material collected within museums and schools to bear, the argument is made that space, like learning, is a practice--it is always in a process of being made. Practices of a range of kinds--affective, social and material--play a constitutive role in spaces of learning and account for support of, and challenge to, government and policy priorities with regard to them. In consequence, a more complex, nonlinear model of the space-practice relation is required. Thinking the term learning spaces as something we do (stage, perform, enact), rather than something we have (infrastructure) affords acknowledging the multiplicity, mutability and mutual inclusivity of spatial and pedagogic practices. It also invites attention to the politics that play out in them. [For the complete volume, "Spaces of Teaching and Learning: Integrating Perspectives on Research and Practice," see ED611164.]