An sequential explanatory, mixed method study examined the impact of learning spaces on teachers’ pedagogy, student engagement and student learning outcomes in a technology-rich school setting. Grounded principally in the disciplines of education and architecture, a quasi-experimental design allowed the focused examination of differences in these variables between two settings – ‘traditional’ classrooms, and ‘new generation learning spaces’ (NGLS). At the same time, this design allowed the control of a number of confounding variables, which would have a influence in both student engagement and learning outcomes. Results from quantitative analyses over a one-year period indicated that particular configurations of learning spaces did have a measurable effect on how students’ perceived their; relevance and value of 1-to-1 technology; learning experiences; and their level of engagement, with improvements often linked to NGLS. In addition, comparative analyses of experimental and control group standardised assessment data in subjects English and Mathematics indicated a similar effect for the same participants. The study suggests that a single-subject, repeated measures design (SSRD) can be used to measure the effect of space on both engagement and learning outcomes. In this regard, this approach addresses a perceived lack of empirical data highlighted by recent reviews of research surrounding the effect of the physical environment on school-aged students. Finally it suggests that the arrangement of the physical learning space can assist teachers to overcome the barriers in the effective and efficient use of 1-to-1 technology.