Little has changed about the physical properties of public schooling in the United States since the industrial revolution--desks, rows, and teachers at the front of the room (McCoy, 2007). Foote (2019) has argued there is no better way to create a more modern learning space than to do a complete redesign. Given the dramatic redefinition of classroom space due to technology and methods of collaboration, this study sought to understand how faculty, administrators, and students perceive and experience flexible learning spaces. This qualitative case study captured data from a convenience sample of 5th-8th grade students and adult educators. Data collection included both surveys and interviews. Christensen's (2015) disruptive innovation was utilized as the theoretical framework to help interpret how educational change efforts can be understood. Qualitative findings included a discussion of inviting environments, flexible furniture, technology integration, and active participation in learning. This study concludes with recommendations for superintendents, building administrators, and teachers to utilize flexible and innovative learning spaces to their highest level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]