The value of physical learning spaces in the blended learning landscape is being recognised – and not before time. Yet research on learning spaces in universities has not reached anything like consensus. Published guidelines seem inadequate when what seems to work in one setting does not transfer well elsewhere. Distinguishing good from bad is quarrelsome, depending on what stakeholders actually want space to do. There is little unambiguous understanding of how space influences educational practices. So in this talk I will not pretend that there is one correct way for teachers to think about learning spaces. Instead I will focus on several quite different ways, each of which captures something about how space is being mobilised to support different aspirations in universities. Taken together, understanding these ways of thinking can support local conversations about developing and improving spaces in particular institutions, over time, by those who live and work there. Importantly, I shall argue that such conversations are an important prerequisite if university learning space developments are to usefully support blended learning practices.