Henri Lefebvre (1991) wrote, "[representational] space is alive: it speaks" (p. 42). This article explores how we might "listen" to space in education by examining the role of space in one school's decision to adopt the International Baccalaureate's Middle Years Programme [IB MYP]. It builds upon recent scholarship that applies spatial analysis to international education. Using a case study of one school, data was organized to Lefebvre's (1991) tripartite conception of space. The findings and analysis reveal that spatial factors played a significant role in one school's rationale for choosing the IB MYP. In adopting the program, the school (re)produced a distinctive, exclusive space. The research offers a model to visualize space in education, and it concludes by articulating additional paths for critical spatial research in education.