Environmental modifications to the block area are important to promote children's early spatial learning experiences. It is not enough just to include block materials in the classroom. Sarama and Clements (2009) have proposed that children's free play with novel math-related activities rarely facilitates the intended educational concepts without some form of initial guidance. Teachers looking to provide such guidance are encouraged to consider modifying aspects of the area's physical, programmatic, and social environments. This article describes a project in which environmental modifications to the block area were linked with children's increased engagement, fewer problem behaviors, higher interest in visiting the block area, and greater use of math talk and adaptive building strategies.