Dating back to the mid-19th century, traditional classroom design encourages teacher-centered pedagogy. However, significant changes in pedagogy, technology, and children's daily activity levels require new models of classroom design for the 21st century. Flexible seating recently has emerged as a way to address the pedagogical, cognitive, and physical needs of children through reconceptualization of the learning space. Although most studies have examined classroom seating through the theoretical lens of environmental-behavioral design from a quantitative research approach, the present study analyzed third-grade students' and teacher perceptions of flexible seating from a qualitative research approach. Convenience sampling was utilized and third-grade students (n = 21) in addition to their teacher were interviewed to garner their perceptions of flexible seating. Additionally, field observations were conducted to explore further the phenomenon under study--flexible seating. Overall themes emerged from the data and were categorized as follows: (a) positive perceptions of the classroom environment and teacher, (b) self-identified engagement, and (c) discovering flexibility with flexible seating. Findings suggest that addressing all students' needs with regard to the types of flexible seating offered within the classroom might be critical to its success. Ultimately, when flexible seating is implemented with a more student-centered approach and it is undertaken "with" the children as opposed to "for" them, then positive outcomes have the opportunity to prevail.