Recent history has seen many schools shift from their original purpose of standardization and facts to focus on soft skills and global preparedness. The physical design of a school follows suit, shifting from identical classrooms and autonomous teachers to more collaborative shared spaces deemed 'innovative'. While those who formulate such schools and school designs (i.e. the architects and school leaders) often have clear anticipations of the teaching and learning behaviors, these expectations oftentimes go unrealized and educators maintain traditional practice despite the innovative spaces. It is proposed that this misalignment between expectation and reality is due to a lack of holistic change in the organizational system underpinning the new spatial design leaving the enactors of the envisioned environment (i.e. the educators) without clear expectations and supports to successfully shift their practice. To answer this need, this paper advances the Burke-Litwin Model for Organizational Performance and Change as a theoretical lens for understanding the holistic system involved in the transition of schools from traditional learning spaces to more innovative learning environments.