Personalized learning spaces are emerging in schools as a critical reaction to "industrial-era" school models. As the form and function of schools and pedagogy change, this places pressure on teachers to adapt their conventional practice. This paper addresses the question of how teachers can adapt their classroom practice to create personalized learning spaces. Personalized learning spaces draw conceptually from several decades of attempts to personalize learning and open up classrooms, both physically and virtually. They are characterized by deliberate and active interactions between the context, teacher and students. Two case studies are presented of teachers in Australian regional schools reacting to new open plan school buildings by adapting their practice. Key findings discussed are the influence of context on teacher reasoning, and teacher agency when establishing alternative learning environments.