An 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. Its quasi-experimental design allowed examination of differences in these variables between two settings ‐ ‘traditional’ classrooms, and ‘new generation learning spaces’ (NGLS). 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 learning experiences and their engagement levels, 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 outcomes effect of space on student learning outcomes. In this regard, this approach addresses a perceived lack of empirical data highlighted by recent reviews of research on this topic.