The results suggest that the varied, adaptable nature of flexible learning spaces coupled with the use of student-centred pedagogies, facilitated a higher proportion of class time interacting, collaborating and engaging with the lesson content. Students also spent significantly less class time being taught in a whole class setting (d = -0.65, p = 0.001), engaged in teacher-led instruction (d = -0.75, p = 0.001), working individually (d = -0.79, p = 0.001), verbally off-task (d = -0.44, p = 0.016), and using technology (d = -0.26, p = 0.022) than in traditional classrooms. Students in flexible learning spaces spent significantly more time in large group settings (d = 0.61, p = 0.001), collaborating (d = 1.33, p = 0.001), interacting with peers (d = 0.88, p = 0.001) and actively engaged (d = 0.50, p = 0.001) than students in traditional classrooms. In traditional classrooms the approach was predominantly teacher-led and in the flexible learning space it was student-centred. The teaching approaches in both conditions were documented. Students from nine secondary schools (n = 60, M age = 13.2☑.0y) were observed via momentary time sampling for a 30 minute period, in both a traditionally furnished and arranged classroom and a flexible learning space containing a variety of furniture options to accommodate different pedagogical approaches and learning styles. Little is known about the effect on classroom behaviour. Globally, many schools are replacing traditional classrooms with innovative flexible learning spaces to improve academic outcomes.