The design of a school's physical space can improve student climate, influencing not only teachers' work, but also students' learning experiences. This evaluative case study of a rural U.S. school district's reform efforts was theoretically grounded in a four-dimensional school climate model. The author conducted an inductive thematic analysis of interview data with staff, students, and community members, and conducted classroom observations and a review of documents. The district's move to a new building affected and was affected by organizational changes, and together, they influenced staff culture which impacted students' learning experiences. Specifically, the new building influenced teaching and planning practices; cultivated opportunities for a communal staff culture; fostered opportunities for student collaboration; facilitated student autonomy over their learning; and improved student and teacher morale. As U.S. school districts examine the need to upgrade their physical facilities, they should consider how changes to physical spaces can also promote changes in school climate.