Social geography brings a new perspective to understanding longstanding separation between general and special education in higher education. This paper uses methods from social geography to consider how the structures and processes of space function to maintain longstanding divisions between general and special education in a US teacher education programme that strives towards inclusivity. This intensive ten-month qualitative case study includes mapping, observations, and interviews to understand better the physical and social space in a teacher education building. Results indicate not only separation between disability and typicality in the department, but also boundary lines drawn around race, ethnicity, and language in relation to special and general education teacher education. (Contains 1 figure and 12 notes.)