Recent learning environments research conducted in Australasia reports positive correlations between innovative learning environments (ILEs) and students' deep learning. Yet, understandings about "how" ILEs may support teachers' professional practice and students' learning activities are limited, with little research having been conducted into how different spatial affordances may--or may not--enhance opportunities for effective teaching and learning. This study investigated the "affordance for learning" perceptions of educators and architects with respect to the "action possibilities" for deep learning in both ILEs and more traditional classrooms. The study identified a taxonomy of affordances found to enhance opportunities for varied pedagogical approaches. In addition, differences were found between educators' and architects' perceptions of "affordances for learning," revealing a need to better understand how both groups might learn to recognise and subsequently take advantage of "action possibilities" for deep learning.