Teaching and learning activities take place in various types of spatial conditions. The spatial conditions tell us something on, for example, what to expect, what will happen in the room, what roles that different actors will play and how a learning activity will materialize. However, if spatial arrangements are changed, this will affect the actors in the room. Drawing upon experiences from a pedagogical development project, where the aim has been to develop physical, digital and hybrid learning environments, I outline a set of reflections on the development of a Learning lab – a pedagogical test environment. This Learning lab is a unique opportunity for teachers and researchers to develop and test various learning environments and work with pedagogical development. Defining learning environments as the interplay between the pedagogical, spatial, and social dimensions I outline both a frame for reflection when designing a learning environment as well as a set of room and activity diagrams. These serve as a foundation to provide support for teachers in their design of various learning activities, such as lectures, seminars, and workshops, grounded in didactical questions enabling possibilities for developing teachers’ spatial competencies and enhance learning.