This article begins by considering the radical changes that occurred in architecture throughout the twentieth century due to the influence of Le Corbusier and the ensuing movement of modernism. Though the building of schools was embroiled in this architectural movement, the classrooms within them remained broadly the same as they had been in the previous century, something that might pose a limit to the forms of education that take place within. Classrooms are then explored in the article in terms of their design and symbolic functions, both of which pertain to questions concerned with light, seeing, and the gaze. The article then introduces two key concepts that are useful for considering the gaze, Foucault's Panopticon and Lacan's psychoanalysis, to engage with the classroom architecture. Finally, the article proposes a rethinking of classroom architecture to encourage new forms of learning to take place.