Blended Learning uses school time in a unique way, combining online instruction with traditional methods and giving students more agency over how, when, and where they learn. That third variable, the "where," calls for some serious rethinking of how school space is organized and deployed. Design either supports or frustrates a school's mission--it is never an "innocent bystander." This is particularly true for blended environments, where multiple activities happen at once. Wheeler Kearns Architects, an 18-person practice in Chicago, recently had the opportunity to design, from scratch, new facilities for two charter schools, each one using a distinct blended-learning model. At both schools--one in Chicago and one in Los Angeles--educators saw blended learning as a way to custom-tailor the school experience for urban students whose backgrounds and learning needs varied widely. They hoped to personalize the education of each student and avoid the limitations of "teaching to the middle." This article describes the process Wheeler Kearns Architects went through to address the challenge of creating a variety of dedicated spaces where students could work relatively distraction-free while teachers could still see and supervise the whole class. The paper also provides details on the cost and efficiency, as well as the future of blended-learning spaces.