This paper focuses on a UK higher education institution (HEI) which redesigned three lecture theatres as 'Collaborative Lecture Theatres' (CLTs). Using Radcliffe's framework for designing and evaluating learning spaces and using his three related components; pedagogy, space and technology it will explore how the redesigned rooms (space) and the introduction of "technology" has influenced "pedagogy." The study utilises surveys and interviews with staff in different contexts within this institution, using the redesigned rooms. The data show that changing the design of the room and the technology within it does not necessarily lead to a change in pedagogy for all.