<p>This study investigates the implementation of personalised learning in mathematics teaching within a prototype learning space at a secondary school in Melbourne, Australia. While personalised learning is gaining prominence in contemporary education, its practical implications for the design and use of learning environments remain underexplored. Adopting a mixed-methods case study approach, the research focused on two mathematics teachers and gathered data through video observations, student and teacher surveys, and professional learning workshop artefacts and reflections. Findings indicate that teachers experienced greater autonomy in adapting the space to suit varied pedagogical strategies, while students showed increased learning, engagement and self-directed learning behaviours. Key enabling features included modular furniture, integrated technology, and spatial configurations that supported both collaborative and individual work. Challenges arose in balancing traditional structures with more flexible, personalised approaches. The study underscores the value of prototyping and sustained professional learning and offers practical insights for schools aiming to implement personalised learning through spatial and pedagogical innovation.</p>