In November 2012, Queensland University of Technology in Australia launched a giant interactive learning environment known as "The Cube". This article reports a phenomenographic investigation into visitors' different experiences of learning in The Cube. At present very little is known about people's learning experience in spaces featuring large interactive screens. We observed many visitors to The Cube and interviewed 26 people. Our analysis identified critical variation across the visitors' experience of learning in The Cube. The findings are discussed as the learning "strategy" (in terms of absorption, exploration, isolation and collaboration) and the "content" learned (in terms of technology, skills and topics). Other findings presented here are dimensions of the learning "strategy" and the content learned, with differing perspectives on each dimension. These outcomes provide early insights into the potential of giant interactive environments to enhance learning approaches and guide the design of innovative learning spaces in higher education.