In two experiments, human participants searched in dynamic three-dimensional virtual-environment rectangular enclosures. Unlike previous studies involving learning of features and geometry, we trained features and geometry separately before placing them in conflict. Specifically, participants learned to respond to rewarded features located along the principle axis of a rectangular search space and to respond to rewarded geometry of a rectangular search space in separate training phases followed by a single test trial. During the test trial, features and geometry were placed in conflict by situating rewarded bins during feature training in unrewarded geometric corners from geometry training and unrewarded bins during feature training in rewarded geometric corners from geometry training. Results of Experiment 1 indicated that although all participants learned features and geometry at an equivalent rate and to an equivalent level, performance during the test trial indicated no preferential responding to features or geometry. However, choice reaction time was significantly longer during the test trial compared to that of last feature and last geometry training trials. Experiment 2 attempted to dissociate information content of features and geometry from their acquired associative strength by rewarding only one geometric corner during geometry training. Results of Experiment 2 indicated that although features had presumably acquired greater associative strength relative to that of geometry by the end of training, performance during the test trial indicated no preferential responding to features or geometry. As in Experiment 1, choice reaction time was significantly longer during the test trial compared to that of last feature and last geometry training trials. Collectively, results seem to provide converging evidence against a view-based matching account of spatial learning, appear inconsistent with standard associative-based accounts of spatial learning, and suggest that information content of spatial cues may play an important role in spatial learning.