This paper examines how two men with autism spectrum (AS) experience educational spaces having attended public school in Nova Scotia, Canada. Smooth and striated space is mobilised as the main conceptual framework to account for the men's affectivities when experiencing the educational terrain. The central aim when applying smooth and striated space is thinking through variation with attentiveness to the men's situated movements. A discourse focusing on the men's affective relations to school spaces counters over-coded special education frameworks that have largely centred on students with AS functionality in remedial educational settings. The concern when only knowing students with AS through normative functionality discourses is that it produces a homogenous line of thinking with limited attendance to their everyday situated worlds. Here, by attuning to the men's spatial experiences we can begin to think in more open ways rather than AS subjects preconfigured to given positions.