Through active learning classrooms (ALCs), faculty can rethink and redesign their courses to include more inquiry-driven activities and experiences for students. This case study describes one large public institution's evidence-based and iterative design process for new and redesigned learning spaces. Critical elements include a cross-campus interdisciplinary team charged with planning for learning spaces of the future, the use of data to conceptualize spaces that better support teaching and learning, and the assessment of faculty-student experiences in these new learning spaces. Discussed are professional development programming and support structures for faculty that foster inquiry-driven approaches in the classroom such as faculty learning communities, workshops, and practice sessions; online and crowdsourced resources; sustained course scheduling; and institutional and departmental recognition. Also provided are recommendations for those considering campus learning-space initiatives.