As school administrators search for empirically-based ways to facilitate student learning, their efforts are confined and constrained by decreasing budgets. In short, doing more with less is their charge. This article describes a no-cost, evidenced-based best practice to raise student achievement and engagement in the elementary grades based on the results from a randomized-controlled experiment. The practice is rooted in the belief that the way in which a teacher organized classroom space can significantly affect student achievement and based on positive empirical results. (Contains 1 table.)