Despite the significant impact that the material conditions of classroom space exert on writing instruction, WPA scholarship has failed to attend to these learning spaces in a focused and systematic way. As a result, the classrooms where writing courses are taught lack a pedagogically motivated advocate, resulting in conditions that often obstruct innovative and even mainstream writing pedagogies. Positioning the infrastructural work of classroom management as critical to the effective and ethical delivery of writing courses and writing programs, this article (1) frames learning space management as part of WPAs’ pedagogical and administrative mandate and (2) offers strategies for classroom management at the programmatic and institutional levels that allow WPAs to situate writing programs and administrators as leaders of learning space design on college campuses.