New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from the transcribed interactions of the participants. There were four focus groups: two groups of college students (N = 15), and two groups of college faculty (N = 9). Results yielded three main themes: 1) the "Conditions" theme, which represented all the issues in the rooms such as space, temperature, and light, 2) the "Outcomes" theme, which entails all the consequences of the rooms, such as concentration, engagement, and student grades, and 3) the "Values" theme, which exemplifies the extent classrooms impact teaching and learning. Themes were also analyzed looking at differences between students and faculty. Conclusions center on how space and environmental conditions impact the teaching-learning process and how this concept should be studied within the context of the science of teaching and learning.