"Context matters" has been an adage and a mantra in the field of comparative and international education since its earliest days. However, knowing which things matter, how and to whom, and also how they affect each other places challenging demands on comparative researchers. In this article, we outline different ways that comparativists have come to terms with context and consider the limitations of these approaches. We offer a discussion of Doreen Massey's relational space as a way of opening up new opportunities for meaning making and surmounting challenges inherent in previous conceptualizations of context. A recent study of learning and pedagogy across home, school, and neighborhood spaces in Tanzania is used to highlight the methodological and theoretical potential of a spatial lens to investigate and understand the complex interactions between classroom actors, practices, and contexts.