For a number of years, higher education has moved away from didactic teaching toward collaborative and self-directed learning. This paper discusses how the configuration and spatial geometry of learning spaces influences engagement and interaction, with a particular focus on hierarchies between people within the space. Layouts, presented as diagrams, are analysed in terms of teacher-to-student and student-to-student power dynamics and against an established set of Principles for Designing Teaching and Learning Spaces. The paper observes that some arrangements have underlying hierarchies which subtly reinforce traditional teacher-centred power dynamics and concludes that spatial geometry and hierarchy should be considered key parameters in learning space design.