Designing physical learning environments that connect to indicators of effective educational practice reflects a university's pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles successfully implemented at our university. It then articulates and provides examples of how those principles can be translated into classroom design features. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values.