In 2022, the state department released new standards and a competency-based education curriculum. Simultaneously, the Toledo Creek School District has experienced an unprecedent shift in the student population demographics. The shift has resulted in two distinct zones, east and west, with income averages on the two extremes of the income spectrum. Given the shift in both the curriculum and demographics, the superintendent in consultation with stakeholders decided to implement project-based learning (PBL) as the district's instructional model. PBL has a significant research-based supporting implement for authentic learning as intended by the new standards and better supporting deeper learning among all students. One barrier to implementation is the existence of aging facilities. The poor quality of the facilities has caused tension among the district's stakeholders. This case study aims to promote an understanding of issues related to school facilities, and bond and facilities planning for the intentional design and purposeful use of learning spaces aligned with a constructivist instructional model, in this case PBL. How can conflicting views be leveraged to engage stakeholders in productive discourse about school facilities that results in the equitable use of financial and physical resources?