This article explores how third space theory might be used within literacy classrooms as a means of better understanding student learning resistance and devising ways to overcome it. The author uses vignettes from an 11th-grade student's efforts to contest spatial use within his language arts class as springboards to further consider how third space theory might enable teachers and students to work together to create mutually productive learning conditions. With its emphasis on hybrid, nonhierarchical learning structures, third space theory offers a reexamination of student resistance to traditional print-based literacy activities, so teachers and students can work together to realign literacy learning goals in ways that meet state content standards as well as student learning needs and interests.