Classrooms, libraries, student unions, and university campuses shape students’ learning experiences. These physical learning spaces set the stage for college student engagement and academic performance. Most of the research about the role of physical spaces in learning lacks the student perspective. The goal of this study was to offer a student-centered vision of ideal learning spaces. Students are the learners for whom learning spaces are designed, and this thesis examines the way students of one summer class at Oklahoma Baptist University conceptualized and interacted with their learning spaces. Data collection included surveys of the students, a focus group with members of the class, participant observation in the classroom, and interviews with students and the professor. Students viewed physical spaces as the backdrop for human action and chose spaces that supported their learning styles and goals. Students described supportive spaces as warm, purposefully crafted spaces, and full of other people who were seriously pursuing the same goals. This thesis explores the ways students conceptualized and interacted with learning spaces as a network of support for their learning and provides recommendations for the design of learning spaces that facilitate this support.