Despite a commonly held assumption that our environment shapes what we do, a review of the literature reveals a paucity of empirical research exploring "how" the designed environment can be said to influence learning activity. Accompanied by an attendant lack of theory and methods, this results in missed opportunities to support learning and in the misallocation of resources for learning, which is concerning given the size of these investments--Australia's "Building the Education Revolution" ($16.2 billion 2008-2012) and the "UK's Building Schools for the Future" (£45 billion 1996-2011). Moreover, these projects tend to be driven by population growth and the natural life cycle of buildings, and not learning, which results in what I refer to as a "procurement-mindset." This has implications for how design choices are made across multiple scale levels, from the types of tools students are offered, to the allocation and use of space, to the design of buildings and online environments that house diverse communities of learners. This chapter draws on 549 hours of participant observation in an innovative Australian primary school. In it, I explore different ways of thinking about materials and learning, before processing these theories through empirical observation, and refining a method designed to illuminate "how" the designed environment influences learning activity--the material case study. In doing so, I demonstrate the value of a "curator-mindset" when it comes to the generative design, use and management of spaces for learning. [For the complete volume, "Spaces of Teaching and Learning: Integrating Perspectives on Research and Practice," see ED611164.]