As teacher educators, the authors visit numerous learning environments. Each school has its own unique characteristics and personality. Some schools seem to have a magnetic draw, filling the senses with energy, wonder and intrigue. This energy, writes the authors, stems from a symbiotic relationship, a flow of spaces that work together harmoniously, changing how groups and how individuals work together, causing a powerful connection between individuals and the spaces that they occupy. Aesthetic qualities alone, those features in the environment that are perceived through the senses are insufficient in themselves. Reinisch and Parnell believe the recipe for creating a symbiotic relationship that flows throughout the learning environment consists of three key ingredients: (1) the physical space, particularly those that are often taken for granted, such as entry ways, pathways, and transitional spaces; (2) the interior design, including the aesthetic qualities of color, texture, lighting, and items from nature; and (3) documentation, including photos, representations, narratives, and quotes that capture the learning of those who live in or pass through the space. In this document, the authors explore the significance of these three ingredients and offer concrete examples of aesthetic qualities and relationships evidenced throughout the Helen Gordon Child Development Center. The authors describe the Helen Gordon Center as a unique and magical space filled with the creative work of its participants. The children, families, teachers, and surrounding community of this pre-primary school are all central protagonists in the life-story of this school and this is obvious through the essence of their spaces. Spaces such as the piazza, the studios, the reuse center, the large motor rainbow room, and the theater are an integral part of the building design and function, and the stories, documents, and happenings in these spaces entertain the senses and demonstrate the influence of inspired teaching and learning.