Mobile learning initiatives (e.g., Bring-Your-Own-Device) have generated increasing attention to the physical design of Active Learning Spaces (ALS). Yet, the role of physical space in shaping pedagogical practice remains under-theorized. Sociomaterial perspectives such as Actor-Network theory offer promising potential for examining this area as it positions both material and human as agentic. This study explores how space functions as a material agent in shaping pedagogical practice with an ALS. It specifically examines video segments from a Design Studio course and the role space plays in understanding power dynamics between expert (e.g., teacher) and novice (e.g., student). Initial findings suggest the ALS environment lessened the power distance between the two constituencies.