In New Zealand, and internationally, the types of school building structures are being changed to large flexible teaching spaces which accommodate 50 to 160 plus students and have multiple teachers. Some schools are newly built, where teachers may have input into the design, whilst others are adapting existing traditional single teacher classrooms into larger flexible learning spaces. This paper explores the perceptions of eight teachers from six schools where there were traditional single teacher classrooms and six teachers who were teaching in a newly built school with flexible learning spaces. It seeks to uncover the different supports and barriers that these teachers found when teaching, particularly in the two core curriculum areas of reading and mathematics.