School practitioners are increasingly expected to lead construction projects in their schools to create future learning spaces (FLSs) that support learning in today's networked society. This study examined the process by which practitioners of one school developed their readiness to incorporate an FLS into the school via a long-lasting research-practice partnership (RPP) that focused on co-designing learning materials for contemporary teaching. To conceptualize this process, we introduce the Technology, Pedagogy, Content and Space (TPeCS) knowledge framework, which expands current conceptualizations of teaching expertise by tying them into the emerging field of FLSs. We interpret practitioners' learning within a series of action-reaction progressive developments along a two-year timeline of the partnership. Visits to an FLS, where researchers modeled, coached and then faded their guidance along this timeline played a key role in practitioners' development of readiness to incorporate an FLS into their school. The pedagogical domain was the most challenging among all the dimensions of TPeCS. We conclude that school practitioners' involvement leading FLS endeavors within their schools can serve as an unprecedented opportunity for practitioners to develop contemporary teaching skills, with FLSs serving as ideal spaces that make pedagogy visible.