Secondary school staffrooms serve a genuine need for teachers not easily replaced by subject department workrooms, yet staffroom use in many schools has declined. As a result, some staffrooms are being turned into classrooms or even abolished altogether from secondary school designs. This dissertation investigates the causes and effects of the decline of secondary school staffroom use in a large Canadian school board. Henri Lefebvre’s spatial triad is applied to situate the investigation into spaces that are perceived, conceived, and lived. Staffrooms are analyzed as perceived spaces in the context of the production and reproduction of teachers’ labour, and the sub-communities of teaching found in workrooms. Staffrooms are viewed as conceived spaces by investigating their physical design and placement, as well as the role of secondary-level administrators in supporting or repurposing staffroom space. Staffrooms are understood as lived spaces by exploring how time, history, metaphor, and habit – especially habits formed in the early years of teaching – influence meaning for the users. Quantitative data drawn from a 23-question survey (256 responses) confirmed that although staffroom use had declined for the majority of respondents, secondary school staffrooms were still overwhelmingly considered to be necessary components of secondary schools even among non-users. The data analysis revealed that this decline was influenced by factors such as the isolated location of a staffroom, long distances from workrooms and classrooms to staffrooms, increased workloads, and habit. The findings of are supported by qualitative data in the form of 717 optional comments provided by survey participants, field notes from observing two secondary staffrooms: one inactive and the other frequently used, and through 26 semi-structured interviews held in five different staffrooms. It is my contention that staffrooms remain important to secondary school teachers as potential places for increasing perceptions of staff collegiality, providing opportunities for informal professional learning, developing cross-curricular connections, and managing teacher health and retention. The conclusion suggests how secondary school staffrooms might be reconfigured to better suit the needs of those who wish to use them.