This essay notes the emergence of learning as a key factor in academic library planning. It argues for an improved, learning-oriented planning process by noting the dangers that arise from the priority usually given to fixing dysfunctional space and from the traps of mistaking the "things" of learning for learning itself and of thinking "with" the metaphors of learning rather than about what our metaphors actually mean. We can spring the trap by grounding planning in a sound concept of learning and by giving thoughtful attention to questions of ownership and presence in learning spaces. Five habits of highly effective planning are offered.