Space shapes the people who inhabit it. Therefore, it follows that learning spaces affect the way we teach STEM in higher education. In this chapter, we argue that teachers’ use of the physical learning space in higher education settings may support active learning if they engage in a Creative Pragmatic process of reflecting and experimenting. The use of the physical space, however, requires the enactment of spatial competence focused on teaching and learning spaces; therefore, we describe what it means to be spatially competent in a teaching and learning situation. We then present cases where spatial competence is played out and provide examples of how a space can be manipulated to enhance active learning. Last, we give examples of how teachers can be helped to develop spatial competence by creating opportunities for dialogue on space in learning. As the cases and examples show, space, people and learning are intertwined and complex, but with this chapter we hope to inspire teachers to engage in Creative Pragmatics by planning, conducting and reflecting on how to use the classroom for teaching active learning in STEM.