Teachers hold valuable knowledge and intimate understanding of the spaces where students
learn. It is important to leverage their knowledge and allow their voices to be heard in planning
new spaces. This article reports on mixed methods research undertaken at the School of Law,
University College Cork, to assess teachers’ views on spaces, with particular focus on two
rooms—a traditional lecture room and a discipline-specific Moot Court room. We present an
inquiry-focused conceptual framework, the application of which has helped us investigate and
make public the perspectives of teachers regarding engagement in spaces on campus. As this
paper demonstrates, it is vital that the staff voice is captured to inform best practice and in the
planning and usage of spaces. This idea may be obvious, but we argue it is often overlooked
and not leveraged to its full potential. There is also transformative potential for staff as both
researchers and research participants in investigating their teaching and the impact of space on
practice. The goal of the study is to promote the value of the authentic participation of teachers
in the development and use of university spaces from a teaching perspective.