The interrelation between the corporal being of human actors and the spatial ambiance that provides resources and barriers to it (or the interrelation of 'habitus' and 'habitat') has become of growing interest since the ‘spatial turn’ in social sciences. This interest has influenced educational theory, 'schooling' and learning which normally take place in an architectural setting. Central to this are: School buildings which create opportunities for abidance and locomotion, atmospheres that stimulate or inhibit motivations, and which bear symbolic and emblematic information. Our contribution first outlines our theoretical approach to spatiality which combines (post-) phenomenological and (post-) structural concepts of corporality and spatiality shedding light on the intricate relation between universal and particular aspects of spatial perception and perception of space, between nature and culture in human corporality and human 'being-to- space'. We then present outcomes of a project conducted at an Austrian Secondary School where a room is dedicated to experiments of free appropriation and design by students and teachers both within and beyond regular lessons. Our questions are: What are the actors doing, what does it mean to them and to what results and effects does it lead in view of their perception and practices of 'doing space'?